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Joseph A Campbell Elementary
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2025 Official Accountability Report - Joseph A Campbell Elementary
Organization Information
DISTRICT NAME
Dracut (00790000)		TITLE I STATUS
Non-Title I School
SCHOOL
Joseph A Campbell Elementary (00790020)		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
40% - Moderate progress toward targets49

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage56%30%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		40%
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 achievement14-04-
Mathematics achievement24-24-
Science achievement04----
Achievement total31260.02867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-14-
Growth total4820.02822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total3.09.6-2.27.6-
Percentage of possible points 31%-29%-
2025 Annual criterion-referenced target percentage30%

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 achievement24-34-
Mathematics achievement24-24-
Science achievement24----
Achievement total61267.55867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-24-
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 total5.410.3-4.57.6-
Percentage of possible points 52%-59%-
2024 Annual criterion-referenced target percentage56%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
33

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage24%45%
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 High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement34-
Science achievement04-
Achievement total51267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total4.610.3-
Percentage of possible points 45%-
2025 Annual criterion-referenced target percentage45%

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 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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total2.510.3-
Percentage of possible points 24%-
2024 Annual criterion-referenced target percentage24%

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 494.5 494.1 -0.4 497.7 2791Recovery Path: No Change
Lowest Performing 470.9 468.9 -2.0 476.0 430Path Forward: Declined
High Needs 484.0 485.3 1.3 486.8 1082Recovery Path: Improved Below Target
English Learners and Former English Learners 489.9 491.3 1.4 492.4 272Path Forward: Improved Below Target
Low Income 486.3 488.0 1.7 490.4 632Recovery Path: Improved Below Target
Students with Disabilities 471.8 473.1 1.3 474.6 462Recovery Path: Improved Below Target
American Indian or Alaska Native-------
Asian---- 19--
Black or African American 491.3 493.8 2.5 494.6 222Path Forward: Improved Below Target
Hispanic or Latino 493.5 488.6 -4.9 496.0 270Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 495.2 494.9 -0.3 498.0 2101Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 495.6 496.8 1.2 498.3 2792Recovery Path: Improved Below Target
Lowest Performing 466.4 467.0 0.6 471.5 432Path Forward: Improved Below Target
High Needs 483.6 485.9 2.3 486.0 1093Recovery Path: Met Target
English Learners and Former English Learners 490.2 490.1 -0.1 493.7 281Path Forward: No Change
Low Income 486.1 486.7 0.6 488.4 632Recovery Path: Improved Below Target
Students with Disabilities 470.6 474.5 3.9 473.1 464Recovery Path: Exceeded Target
American Indian or Alaska Native-------
Asian---- 20--
Black or African American 491.7 493.0 1.3 495.0 222Path Forward: Improved Below Target
Hispanic or Latino 492.9 489.8 -3.1 495.5 270Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 496.4 498.0 1.6 498.9 2092Recovery 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 496.9 492.3 -4.6 499.3 840Recovery Path: Declined
Lowest Performing---- 23--
High Needs 489.6 478.0 -11.6 492.4 290Recovery Path: Declined
English Learners and Former English Learners---- 4--
Low Income---- 17--
Students with Disabilities---- 14--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 4--
Hispanic or Latino---- 9--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White 497.7 493.9 -3.8 501.4 680Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 40.6 1802Typical Growth - Low
Lowest Performing 35.7 431Low Growth
High Needs 41.9 682Typical Growth - Low
English Learners and Former English Learners- 12--
Low Income 40.1 432Typical Growth - Low
Students with Disabilities 42.1 292Typical Growth - Low
American Indian or Alaska Native----
Asian- 8--
Black or African American- 11--
Hispanic or Latino- 18--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 41.4 1422Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 44.6 1792Typical Growth - Low
Lowest Performing 38.2 431Low Growth
High Needs 41.8 682Typical Growth - Low
English Learners and Former English Learners- 12--
Low Income 40.2 432Typical Growth - Low
Students with Disabilities 38.6 291Low Growth
American Indian or Alaska Native----
Asian- 8--
Black or African American- 11--
Hispanic or Latino- 18--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 45.0 1412Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 87.9 63.0 -24.9 90.1 270Declined
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 87.9 63.0 -24.9 90.1 270Declined
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 16.1 11.7 -4.4 14.6 4614Exceeded Target
Lowest Performing 20.0 7.0 -13.0 15.4 434Exceeded Target
High Needs 24.5 22.0 -2.5 22.1 1863Met Target
English Learners and Former English Learners 14.6 8.5 -6.1 11.1 474Exceeded Target
Low Income 29.9 27.6 -2.3 26.7 1162Improved Below Target
Students with Disabilities 26.9 21.3 -5.6 23.3 804Exceeded Target
American Indian or Alaska Native-------
Asian---- 42--
Black or African American 16.3 18.4 2.1 12.7 380Declined
Hispanic or Latino 16.7 7.8 -8.9 12.5 514Exceeded Target
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 15.3 9.5 -5.8 13.5 3284Exceeded 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 290 28799Yes 1 290 28799Yes 1 87 87100Yes 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 116 114 116 115 30 30 262 25999Yes1
English Learners and Former English Learners 31 30 31 31 4 4 66 6598Yes1
Low Income 68 68 68 68 18 18 154 154100Yes1
Students with Disabilities 47 46 47 46 14 14 108 10698Yes1
American Indian or Alaska Native-----------
Asian 20 19 20 20 3 3 43 4298Yes1
Black or African American 24 24 24 24 5 5 53 53100Yes1
Hispanic or Latino 30 30 30 30 9 9 69 69100Yes1
Multi-Race, Not Hispanic or Latino 1 1 1 1 0 0 2----
Native Hawaiian or Other Pacific Islander-----------
White 215 213 215 212 70 70 500 49599Yes1


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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