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Barry
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2025
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2025 Official Accountability Report - Barry
Organization Information
DISTRICT NAME
Chicopee (00610000)		TITLE I STATUS
Title I School
SCHOOL
Barry (00610003)		GRADES SERVED
K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage46%49%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		48%
Moderate 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 achievement24-24-
Mathematics achievement04-24-
Science achievement34----
Achievement total51260.04867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4820.03822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total4.69.6-3.87.6-
Percentage of possible points 48%-50%-
2025 Annual criterion-referenced target percentage49%

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 achievement04-24-
Mathematics achievement14-44-
Science achievement04----
Achievement total11260.06867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6820.05822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total2.29.6-5.27.6-
Percentage of possible points 23%-68%-
2024 Annual criterion-referenced target percentage46%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
49

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage30%26%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		28%
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 achievement04-
Mathematics achievement04-
Science achievement24-
Achievement total21267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total2.710.3-
Percentage of possible points 26%-
2025 Annual criterion-referenced target percentage26%

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 achievement24-
Science achievement04-
Achievement total21267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total3.110.3-
Percentage of possible points 30%-
2024 Annual criterion-referenced target percentage30%

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 487.1 488.0 0.9 490.5 1922Recovery Path: Improved Below Target
Lowest Performing 465.6 469.9 4.3 471.0 282Recovery Path: Improved Below Target
High Needs 485.1 484.1 -1.0 487.8 1400Recovery Path: Declined
English Learners and Former English Learners 485.3 480.5 -4.8 488.9 260Recovery Path: Declined
Low Income 485.6 484.7 -0.9 488.3 1260Recovery Path: Declined
Students with Disabilities 474.8 471.8 -3.0 476.8 440Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 13--
Hispanic or Latino 486.5 482.2 -4.3 490.0 650Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander---- 1--
White 486.3 490.4 4.1 489.8 1044Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 490.0 488.1 -1.9 492.5 1920Recovery Path: Declined
Lowest Performing 463.7 465.3 1.6 469.6 282Recovery Path: Improved Below Target
High Needs 487.8 484.6 -3.2 490.1 1400Recovery Path: Declined
English Learners and Former English Learners 497.7 485.8 -11.9 500.9 260Recovery Path: Declined
Low Income 487.7 485.1 -2.6 490.5 1260Recovery Path: Declined
Students with Disabilities 477.7 470.0 -7.7 479.9 440Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 13--
Hispanic or Latino 489.4 481.5 -7.9 493.0 650Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander---- 1--
White 489.7 490.6 0.9 492.3 1042Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 485.6 489.5 3.9 489.2 703Path Forward: Met Target
Lowest Performing---- 13--
High Needs 486.7 487.0 0.3 490.5 542Path Forward: Improved Below Target
English Learners and Former English Learners---- 11--
Low Income 485.5 486.6 1.1 489.5 492Path Forward: Improved Below Target
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 5--
Hispanic or Latino 485.4 487.0 1.6 489.0 232Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 484.3 489.5 5.2 488.0 384Path Forward: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 45.8 1252Typical Growth - Low
Lowest Performing 45.5 282Typical Growth - Low
High Needs 44.9 912Typical Growth - Low
English Learners and Former English Learners- 17--
Low Income 44.8 842Typical Growth - Low
Students with Disabilities 37.4 241Low Growth
American Indian or Alaska Native----
Asian- 2--
Black or African American- 6--
Hispanic or Latino 43.1 402Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander- 1--
White 47.0 722Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 47.8 1252Typical Growth - Low
Lowest Performing 37.9 281Low Growth
High Needs 46.8 912Typical Growth - Low
English Learners and Former English Learners- 17--
Low Income 47.1 842Typical Growth - Low
Students with Disabilities 36.4 241Low Growth
American Indian or Alaska Native----
Asian- 2--
Black or African American- 6--
Hispanic or Latino 42.1 402Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander- 1--
White 49.3 722Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 66.7 80.0 13.3 70.7 254Exceeded Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 66.7 80.0 13.3 70.7 254Exceeded Target
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 20.2 13.0 -7.2 18.7 3154Exceeded Target
Lowest Performing 30.0 14.3 -15.7 25.4 284Exceeded Target
High Needs 23.8 16.5 -7.3 21.4 2304Exceeded Target
English Learners and Former English Learners 18.4 23.3 4.9 14.9 430Declined
Low Income 24.9 17.0 -7.9 21.7 2124Exceeded Target
Students with Disabilities 27.6 20.3 -7.3 24.0 694Exceeded Target
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 25--
Hispanic or Latino 30.3 20.7 -9.6 26.1 1164Exceeded Target
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander---- 2--
White 13.1 8.8 -4.3 11.3 1594Exceeded 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 202 201100Yes 1 202 201100Yes 1 73 73100Yes 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 148 147 148 147 57 57 353 35199Yes1
English Learners and Former English Learners 31 31 31 31 14 14 76 76100Yes1
Low Income 134 133 134 133 52 52 320 31899Yes1
Students with Disabilities 46 46 46 46 15 15 107 107100Yes1
American Indian or Alaska Native-----------
Asian 2 2 2 2 2 2 6----
Black or African American 15 15 15 15 6 6 36----
Hispanic or Latino 69 69 69 69 24 24 162 162100Yes1
Multi-Race, Not Hispanic or Latino 7 7 7 7 2 2 16----
Native Hawaiian or Other Pacific Islander 1 1 1 1 0 0 2----
White 108 107 108 107 39 39 255 25399Yes1


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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