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George H Potter
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2025 Official Accountability Report - George H Potter
Organization Information
DISTRICT NAME
Dartmouth (00720000)		TITLE I STATUS
Title I School
SCHOOL
George H Potter (00720030)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
37% - Moderate progress toward targets65

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage36%37%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		37%
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 achievement24-44-
Mathematics achievement04-04-
Science achievement04----
Achievement total21267.54867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-14-
Growth total5822.53822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total2.910.3-3.47.6-
Percentage of possible points 28%-45%-
2025 Annual criterion-referenced target percentage37%

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 achievement04-34-
Science achievement04----
Achievement total01267.55867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6822.55822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.410.3-4.57.6-
Percentage of possible points 14%-59%-
2024 Annual criterion-referenced target percentage36%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
70

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage28%67%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		52%
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 achievement44-
Mathematics achievement04-
Science achievement44-
Achievement total81267.5
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 total6.910.3-
Percentage of possible points 67%-
2025 Annual criterion-referenced target percentage67%

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 achievement14-
Mathematics achievement24-
Science achievement04-
Achievement total31267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total2.910.3-
Percentage of possible points 28%-
2024 Annual criterion-referenced target percentage28%

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 496.2 497.4 1.2 499.3 2082Recovery Path: Improved Below Target
Lowest Performing 468.1 473.1 5.0 472.2 334Recovery Path: Exceeded Target
High Needs 486.6 490.1 3.5 489.2 1034Recovery Path: Exceeded Target
English Learners and Former English Learners---- 8--
Low Income 486.7 492.3 5.6 489.7 764Recovery Path: Exceeded Target
Students with Disabilities 477.4 480.3 2.9 479.6 474Recovery Path: Exceeded Target
American Indian or Alaska Native-------
Asian---- 4--
Black or African American-------
Hispanic or Latino---- 16--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 496.2 497.3 1.1 500.1 1802Recovery 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 500.1 498.9 -1.2 502.2 2070Path Forward: Declined
Lowest Performing 474.8 470.8 -4.0 478.9 330Recovery Path: Declined
High Needs 493.3 491.9 -1.4 495.9 1020Path Forward: Declined
English Learners and Former English Learners---- 8--
Low Income 495.0 493.8 -1.2 497.4 760Path Forward: Declined
Students with Disabilities 482.5 480.1 -2.4 485.8 460Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 4--
Black or African American-------
Hispanic or Latino---- 16--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 500.0 498.7 -1.3 502.1 1790Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 500.5 499.2 -1.3 503.2 640Path Forward: Declined
Lowest Performing---- 14--
High Needs 484.8 492.3 7.5 488.2 324Path Forward: Exceeded Target
English Learners and Former English Learners---- 1--
Low Income---- 24--
Students with Disabilities---- 16--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 3--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 501.7 500.5 -1.2 504.7 600Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 55.9 1363Typical Growth - High
Lowest Performing 48.2 332Typical Growth - Low
High Needs 51.8 683Typical Growth - High
English Learners and Former English Learners- 3--
Low Income 55.7 483Typical Growth - High
Students with Disabilities 42.4 332Typical Growth - Low
American Indian or Alaska Native----
Asian- 2--
Black or African American----
Hispanic or Latino- 10--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 56.7 1223Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 48.5 1362Typical Growth - Low
Lowest Performing 34.2 331Low Growth
High Needs 45.7 682Typical Growth - Low
English Learners and Former English Learners- 3--
Low Income 46.6 482Typical Growth - Low
Students with Disabilities 37.1 331Low Growth
American Indian or Alaska Native----
Asian- 2--
Black or African American----
Hispanic or Latino- 10--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 49.1 1222Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change 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-------

Chronic absenteeism - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 11.0 8.0 -3.0 9.7 3364Exceeded Target
Lowest Performing 5.9 9.1 3.2 2.4 330Declined
High Needs 17.2 10.4 -6.8 14.6 1634Exceeded Target
English Learners and Former English Learners---- 17--
Low Income 18.9 11.1 -7.8 15.2 1174Exceeded Target
Students with Disabilities 14.3 11.0 -3.3 11.0 733Met Target
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 3--
Hispanic or Latino---- 32--
Multi-Race, Not Hispanic or Latino---- 19--
Native Hawaiian or Other Pacific Islander-------
White 9.1 7.6 -1.5 7.7 2773Met 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 211 211100Yes 1 211 210100Yes 1 66 66100Yes 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 106 106 106 105 34 34 246 245100Yes1
English Learners and Former English Learners 8 8 8 8 1 1 17----
Low Income 78 78 78 78 25 25 181 181100Yes1
Students with Disabilities 49 49 49 48 18 18 116 11599Yes1
American Indian or Alaska Native-----------
Asian 4 4 4 4 0 0 8----
Black or African American-----------
Hispanic or Latino 16 16 16 16 3 3 35----
Multi-Race, Not Hispanic or Latino 8 8 8 8 1 1 17----
Native Hawaiian or Other Pacific Islander-----------
White 183 183 183 182 62 62 428 427100Yes1


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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