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Mullen-Hall
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2025 Official Accountability Report - Mullen-Hall
Organization Information
DISTRICT NAME
Falmouth (00960000)		TITLE I STATUS
Title I School
SCHOOL
Mullen-Hall (00960020)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Limited or no progress toward targets
Progress toward improvement targetsAccountability percentile
18% - Limited or no progress toward targets24

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage20%16%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		18%
Limited or no 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 achievement24-04-
Mathematics achievement04-04-
Science achievement------
Achievement total2860.00867.5
GrowthEnglish language arts growth24-14-
Mathematics growth14-04-
Growth total3820.01822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.17.2-0.27.6-
Percentage of possible points 29%-3%-
2025 Annual criterion-referenced target percentage16%

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 achievement04-04-
Mathematics achievement04-24-
Science achievement------
Achievement total0860.02867.5
GrowthEnglish language arts growth14-14-
Mathematics growth14-14-
Growth total2820.02822.5
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 total0.87.2-2.27.6-
Percentage of possible points 11%-29%-
2024 Annual criterion-referenced target percentage20%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
7

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage12%7%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		9%
Limited or no 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 achievement---
Achievement total0867.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
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 total0.57.6-
Percentage of possible points 7%-
2025 Annual criterion-referenced target percentage7%

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 achievement---
Achievement total0867.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
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 total0.97.6-
Percentage of possible points 12%-
2024 Annual criterion-referenced target percentage12%

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 487.2 488.7 1.5 490.3 1572Recovery Path: Improved Below Target
Lowest Performing 460.2 458.8 -1.4 465.6 210Recovery Path: Declined
High Needs 478.6 477.7 -0.9 481.1 850Recovery Path: Declined
English Learners and Former English Learners 469.0 469.6 0.6 471.5 202Path Forward: Improved Below Target
Low Income 479.4 478.4 -1.0 482.6 630Recovery Path: Declined
Students with Disabilities 471.8 473.0 1.2 474.1 422Recovery Path: Improved Below Target
American Indian or Alaska Native-------
Asian-------
Black or African American---- 6--
Hispanic or Latino 477.6 478.2 0.6 480.1 232Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 16--
Native Hawaiian or Other Pacific Islander-------
White 488.9 491.8 2.9 492.0 1123Recovery 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 492.0 490.3 -1.7 494.6 1570Recovery Path: Declined
Lowest Performing 460.2 458.0 -2.2 465.2 210Recovery Path: Declined
High Needs 481.6 478.6 -3.0 484.0 850Recovery Path: Declined
English Learners and Former English Learners 478.4 468.9 -9.5 481.9 200Path Forward: Declined
Low Income 480.0 478.0 -2.0 482.8 630Recovery Path: Declined
Students with Disabilities 478.5 476.8 -1.7 481.9 420Path Forward: Declined
American Indian or Alaska Native-------
Asian-------
Black or African American---- 6--
Hispanic or Latino 478.9 478.3 -0.6 481.5 230Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 16--
Native Hawaiian or Other Pacific Islander-------
White 494.3 493.8 -0.5 496.7 1121Recovery Path: No Change

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 40.3 802Typical Growth - Low
Lowest Performing 35.5 211Low Growth
High Needs 39.8 451Low Growth
English Learners and Former English Learners- 9--
Low Income 35.7 331Low Growth
Students with Disabilities 44.8 242Typical Growth - Low
American Indian or Alaska Native----
Asian----
Black or African American- 1--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 8--
Native Hawaiian or Other Pacific Islander----
White 40.7 592Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 32.9 801Low Growth
Lowest Performing 29.8 210Very Low Growth
High Needs 33.0 451Low Growth
English Learners and Former English Learners- 9--
Low Income 32.5 331Low Growth
Students with Disabilities 29.7 240Very Low Growth
American Indian or Alaska Native----
Asian----
Black or African American- 1--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 8--
Native Hawaiian or Other Pacific Islander----
White 34.6 591Low Growth

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 54.3 55.8 1.5 58.3 433Met Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 54.3 55.8 1.5 58.3 433Met 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 17.8 18.8 1.0 16.3 2980Declined
Lowest Performing 28.6 33.3 4.7 24.0 210Declined
High Needs 24.6 26.5 1.9 22.2 1700Declined
English Learners and Former English Learners 28.6 41.5 12.9 25.1 530Declined
Low Income 28.1 29.7 1.6 24.9 1280Declined
Students with Disabilities 16.2 17.6 1.4 12.6 740Declined
American Indian or Alaska Native---- 3--
Asian---- 5--
Black or African American---- 10--
Hispanic or Latino 23.5 39.0 15.5 19.3 410Declined
Multi-Race, Not Hispanic or Latino---- 26--
Native Hawaiian or Other Pacific Islander-------
White 15.5 15.5 0.0 13.7 2131No Change

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 165 16298Yes 1 165 165100Yes 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 93 90 92 92 0 0 185 18298Yes1
English Learners and Former English Learners 26 23 25 25 0 0 51 4897Yes2
Low Income 70 68 69 69 0 0 139 13799Yes1
Students with Disabilities 43 41 43 43 0 0 86 8498Yes1
American Indian or Alaska Native-----------
Asian-----------
Black or African American 7 7 7 7 0 0 14----
Hispanic or Latino 24 23 24 24 0 0 48 4798Yes1
Multi-Race, Not Hispanic or Latino 17 17 18 18 0 0 35----
Native Hawaiian or Other Pacific Islander-----------
White 117 115 116 116 0 0 233 23199Yes1


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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