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Pine Glen Elementary
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2025 Official Accountability Report - Pine Glen Elementary
Organization Information
DISTRICT NAME
Burlington (00480000)		TITLE I STATUS
Non-Title I School
SCHOOL
Pine Glen Elementary (00480020)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
63% - Substantial progress toward targets55

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage45%75%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		63%
Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement34----
Mathematics achievement34----
Science achievement44----
Achievement total101260.0---
GrowthEnglish language arts growth24----
Mathematics growth24----
Growth total4820.0---
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total0410.0---
Additional indicatorsChronic absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total7.29.6----
Percentage of possible points 75%---
2025 Annual criterion-referenced target percentage75%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-34-
Mathematics achievement04-44-
Science achievement04----
Achievement total01260.07867.5
GrowthEnglish language arts growth24-34-
Mathematics growth14-24-
Growth total3820.05822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total0410.0---
Additional indicatorsChronic absenteeism14-44-
Advanced coursework completion------
Additional indicators total1410.04410.0
Weighted total0.79.6-6.37.6-
Percentage of possible points 7%-83%-
2024 Annual criterion-referenced target percentage45%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
63

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage7%74%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		47%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-
Mathematics achievement34-
Science achievement---
Achievement total6867.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total5.67.6-
Percentage of possible points 74%-
2025 Annual criterion-referenced target percentage74%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total0.710.3-
Percentage of possible points 7%-
2024 Annual criterion-referenced target percentage7%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 495.3 498.0 2.7 498.3 1423Recovery Path: Met Target
Lowest Performing---- 19--
High Needs 485.2 488.1 2.9 488.2 633Recovery Path: Met Target
English Learners and Former English Learners 484.5 495.6 11.1 486.9 384Path Forward: Exceeded Target
Low Income 486.8 483.9 -2.9 489.1 200Path Forward: Declined
Students with Disabilities 473.0 471.7 -1.3 475.9 260Path Forward: Declined
American Indian or Alaska Native-------
Asian 500.0 506.3 6.3 502.6 334Path Forward: Exceeded Target
Black or African American---- 9--
Hispanic or Latino---- 15--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 497.6 498.3 0.7 500.4 812Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 500.9 502.8 1.9 502.3 1423Recovery Path: Met Target
Lowest Performing---- 19--
High Needs 491.8 494.2 2.4 493.8 633Recovery Path: Met Target
English Learners and Former English Learners 493.5 501.9 8.4 497.1 384Path Forward: Exceeded Target
Low Income 492.5 491.1 -1.4 494.9 200Path Forward: Declined
Students with Disabilities 479.6 476.3 -3.3 482.9 260Path Forward: Declined
American Indian or Alaska Native-------
Asian 508.9 511.1 2.2 512.6 334Path Forward: Exceeded Target
Black or African American---- 9--
Hispanic or Latino---- 15--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 501.7 504.4 2.7 503.6 814Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 493.1 504.2 11.1 494.8 474Recovery Path: Exceeded Target
Lowest Performing---- 13--
High Needs---- 19--
English Learners and Former English Learners---- 12--
Low Income---- 7--
Students with Disabilities---- 8--
American Indian or Alaska Native-------
Asian---- 11--
Black or African American---- 4--
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 494.1 509.4 15.3 497.1 254Path Forward: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 45.3 912Typical Growth - Low
Lowest Performing- 19--
High Needs 51.5 343Typical Growth - High
English Learners and Former English Learners 52.4 233Typical Growth - High
Low Income- 13--
Students with Disabilities- 12--
American Indian or Alaska Native----
Asian- 19--
Black or African American- 7--
Hispanic or Latino- 11--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 42.3 522Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 43.2 912Typical Growth - Low
Lowest Performing- 19--
High Needs 47.8 342Typical Growth - Low
English Learners and Former English Learners 47.9 232Typical Growth - Low
Low Income- 13--
Students with Disabilities- 12--
American Indian or Alaska Native----
Asian- 19--
Black or African American- 7--
Hispanic or Latino- 11--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 42.7 522Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 60.0 43.3 -16.7 64.0 300Declined
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 60.0 43.3 -16.7 64.0 300Declined
Low Income-------
Students with Disabilities-------
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino-------
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White-------

Chronic absenteeism - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 12.5 9.1 -3.4 11.2 2764Exceeded Target
Lowest Performing---- 19--
High Needs 20.2 11.9 -8.3 17.6 1184Exceeded Target
English Learners and Former English Learners 26.6 13.6 -13.0 23.6 664Exceeded Target
Low Income 23.2 15.4 -7.8 19.5 524Exceeded Target
Students with Disabilities 15.1 10.4 -4.7 11.8 484Exceeded Target
American Indian or Alaska Native---- 1--
Asian 23.4 17.7 -5.7 20.5 624Exceeded Target
Black or African American---- 21--
Hispanic or Latino---- 25--
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander-------
White 4.9 5.1 0.2 3.5 1564Exceeded Target

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 147 14699Yes 1 147 14699Yes 1 49 49100Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 68 67 68 67 21 21 157 15599Yes1
English Learners and Former English Learners 43 42 43 42 14 14 100 9898Yes1
Low Income 24 23 24 23 8 8 56 5496Yes1
Students with Disabilities 27 26 27 26 8 8 62 6097Yes1
American Indian or Alaska Native-----------
Asian 33 33 33 33 11 11 77 77100Yes1
Black or African American 13 13 13 13 6 6 32----
Hispanic or Latino 15 15 15 15 5 5 35----
Multi-Race, Not Hispanic or Latino 4 4 4 4 2 2 10----
Native Hawaiian or Other Pacific Islander-----------
White 82 81 82 81 25 25 189 18799Yes1


About this report

Overall classification: All Massachusetts districts and schools with sufficient data are classified into one of two accountability categories: districts and schools requiring assistance or intervention, and districts and schools not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to achievement, growth, high school completion, English learner progress, advanced coursework completion, and chronic absenteeism into a single number between 0 and 100. For a group to be considered to be meeting targets it must have a cumulative criterion-referenced target percentage of 75% or higher.

The annual criterion-referenced target percentage is calculated by dividing the weighted total points earned by the weighted total possible points. The calculation for each is displayed below.

Weighted total of points earned = (Total achievement points earned x Achievement weight) + (Total growth points earned x Growth weight) + (Total high school completion points earned x high school completion weight) + (EL progress points earned x EL progress weight) + (Total additional indicator points earned x Additional indicator weight)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

Accountability percentile: An accountability percentile between 1 and 99 is reported for most schools. This number is an indication of the school's overall performance relative to other schools that serve similar grades, and is calculated using multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


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