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South Row
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2025
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2025 Official Accountability Report - South Row
Organization Information
DISTRICT NAME
Chelmsford (00560000)		TITLE I STATUS
Non-Title I School
SCHOOL
South Row (00560015)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
62% - Substantial progress toward targets81

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage63%61%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		62%
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 achievement34-24-
Mathematics achievement34-24-
Science achievement------
Achievement total6860.04867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-24-
Growth total6820.04822.5
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 absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total5.17.2-3.97.6-
Percentage of possible points 71%-51%-
2025 Annual criterion-referenced target percentage61%

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 achievement34-04-
Mathematics achievement34-44-
Science achievement------
Achievement total6860.04867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5820.05822.5
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 total4410.0---
Additional indicatorsChronic absenteeism44-14-
Advanced coursework completion------
Additional indicators total4410.01410.0
Weighted total5.47.2-3.97.6-
Percentage of possible points 75%-51%-
2024 Annual criterion-referenced target percentage63%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
78

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage43%62%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		54%
Substantial 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 achievement24-
Mathematics achievement34-
Science achievement---
Achievement total5867.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total4.77.6-
Percentage of possible points 62%-
2025 Annual criterion-referenced target percentage62%

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 achievement24-
Mathematics achievement14-
Science achievement---
Achievement total3867.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total3.37.6-
Percentage of possible points 43%-
2024 Annual criterion-referenced target percentage43%

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 504.2 505.2 1.0 507.0 1943Recovery Path: Met Target
Lowest Performing 482.2 482.6 0.4 487.3 262Path Forward: Improved Below Target
High Needs 490.3 491.1 0.8 492.8 622Recovery Path: Improved Below Target
English Learners and Former English Learners 493.2 487.9 -5.3 495.6 220Path Forward: Declined
Low Income 491.4 493.7 2.3 493.5 253Path Forward: Met Target
Students with Disabilities 482.9 483.1 0.2 485.4 372Recovery Path: Improved Below Target
American Indian or Alaska Native---- 1--
Asian 512.9 507.9 -5.0 515.0 373Path Forward: Met Target
Black or African American---- 6--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 503.4 505.7 2.3 505.9 1253Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 507.4 507.9 0.5 508.9 1953Path Forward: Met Target
Lowest Performing 481.2 483.0 1.8 486.1 262Recovery Path: Improved Below Target
High Needs 493.6 496.2 2.6 496.1 643Path Forward: Met Target
English Learners and Former English Learners 497.3 495.8 -1.5 500.3 230Path Forward: Declined
Low Income 491.7 494.0 2.3 494.1 253Path Forward: Met Target
Students with Disabilities 488.2 490.6 2.4 491.4 382Path Forward: Improved Below Target
American Indian or Alaska Native---- 1--
Asian 516.4 515.0 -1.4 519.4 374Path Forward: Exceeded Target
Black or African American---- 6--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 506.8 507.6 0.8 508.5 1253Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students-------
Lowest Performing-------
High Needs-------
English Learners and Former English Learners-------
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-------

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 52.4 1033Typical Growth - High
Lowest Performing 48.2 262Typical Growth - Low
High Needs 49.4 302Typical Growth - Low
English Learners and Former English Learners- 10--
Low Income- 12--
Students with Disabilities- 18--
American Indian or Alaska Native----
Asian 52.5 203Typical Growth - High
Black or African American- 3--
Hispanic or Latino- 7--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 53.1 673Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 54.1 1053Typical Growth - High
Lowest Performing 49.7 262Typical Growth - Low
High Needs 52.1 323Typical Growth - High
English Learners and Former English Learners- 11--
Low Income- 12--
Students with Disabilities- 19--
American Indian or Alaska Native----
Asian 60.4 204Exceeded Typical Growth
Black or African American- 3--
Hispanic or Latino- 8--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 53.5 683Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 81.6 64.1 -17.5 83.8 390Declined
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 81.6 64.1 -17.5 83.8 390Declined
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 7.0 6.1 -0.9 5.9 3803Met Target
Lowest Performing 14.3 11.5 -2.8 11.0 263Met Target
High Needs 14.3 13.0 -1.3 12.2 1312Improved Below Target
English Learners and Former English Learners 13.0 6.8 -6.2 10.0 594Exceeded Target
Low Income 24.6 26.0 1.4 20.3 500Declined
Students with Disabilities 11.9 8.2 -3.7 9.4 614Exceeded Target
American Indian or Alaska Native---- 1--
Asian 9.1 7.5 -1.6 7.0 673Met Target
Black or African American---- 12--
Hispanic or Latino---- 32--
Multi-Race, Not Hispanic or Latino---- 26--
Native Hawaiian or Other Pacific Islander-------
White 7.0 6.2 -0.8 5.8 2423Met 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 200 19799Yes 1 200 19899Yes 1 0----

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 67 64 67 66 0 0 134 13097Yes1
English Learners and Former English Learners 24 23 24 24 0 0 48 4798Yes1
Low Income 27 27 27 27 0 0 54 54100Yes1
Students with Disabilities 40 38 40 39 0 0 80 7796Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 37 37 37 37 0 0 74 74100Yes1
Black or African American 7 7 7 7 0 0 14----
Hispanic or Latino 14 13 14 14 0 0 28----
Multi-Race, Not Hispanic or Latino 12 12 12 12 0 0 24----
Native Hawaiian or Other Pacific Islander-----------
White 129 127 129 127 0 0 258 25498Yes1


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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