Massachusetts School and District Profiles

Vincent M Igo Elementary
Districts Schools
Select an Org
View Previous Year
2025
print page

2025 Official Accountability Report - Vincent M Igo Elementary
Organization Information
DISTRICT NAME
Foxborough (00990000)		TITLE I STATUS
Title I School
SCHOOL
Vincent M Igo Elementary (00990020)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage53%83%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		71%
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 achievement44----
Mathematics achievement34----
Science achievement------
Achievement total7867.5---
GrowthEnglish language arts growth44----
Mathematics growth34----
Growth total7822.5---
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 total6.37.6----
Percentage of possible points 83%---
2025 Annual criterion-referenced target percentage83%

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 achievement34-24-
Science achievement------
Achievement total6867.52867.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total5.67.6-2.47.6-
Percentage of possible points 74%-32%-
2024 Annual criterion-referenced target percentage53%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
83

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage41%71%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		59%
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 achievement24-
Science achievement---
Achievement total6867.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.47.6-
Percentage of possible points 71%-
2025 Annual criterion-referenced target percentage71%

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 achievement34-
Science achievement---
Achievement total3867.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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 total3.17.6-
Percentage of possible points 41%-
2024 Annual criterion-referenced target percentage41%

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 502.7 504.5 1.8 503.7 1534Recovery Path: Exceeded Target
Lowest Performing---- 18--
High Needs 488.9 495.4 6.5 491.2 684Path Forward: Exceeded Target
English Learners and Former English Learners---- 18--
Low Income 487.8 493.0 5.2 489.9 424Path Forward: Exceeded Target
Students with Disabilities 483.7 489.6 5.9 486.1 344Recovery Path: Exceeded Target
American Indian or Alaska Native-------
Asian---- 12--
Black or African American---- 8--
Hispanic or Latino---- 19--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 505.3 505.7 0.4 506.8 1093Path Forward: 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 509.2 508.6 -0.6 510.7 1563Path Forward: Met Target
Lowest Performing---- 18--
High Needs 496.0 497.8 1.8 498.5 702Path Forward: Improved Below Target
English Learners and Former English Learners---- 18--
Low Income 495.0 497.0 2.0 497.4 433Path Forward: Met Target
Students with Disabilities 490.3 487.1 -3.2 493.5 360Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 13--
Black or African American---- 8--
Hispanic or Latino---- 20--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 512.1 511.2 -0.9 513.8 1104Path Forward: Exceeded 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 62.0 694Exceeded Typical Growth
Lowest Performing- 18--
High Needs 59.4 243Typical Growth - High
English Learners and Former English Learners- 7--
Low Income- 15--
Students with Disabilities- 10--
American Indian or Alaska Native----
Asian- 5--
Black or African American- 3--
Hispanic or Latino- 8--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 62.4 494Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 59.2 713Typical Growth - High
Lowest Performing- 18--
High Needs 59.4 263Typical Growth - High
English Learners and Former English Learners- 7--
Low Income- 16--
Students with Disabilities- 12--
American Indian or Alaska Native----
Asian- 5--
Black or African American- 3--
Hispanic or Latino- 9--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 57.8 503Typical Growth - High

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 10.1 10.9 0.8 9.0 3210Declined
Lowest Performing---- 18--
High Needs 18.5 19.2 0.7 16.4 1510Declined
English Learners and Former English Learners---- 47--
Low Income 23.1 25.3 2.2 18.8 910Declined
Students with Disabilities 18.2 20.8 2.6 15.7 720Declined
American Indian or Alaska Native-------
Asian---- 24--
Black or African American---- 29--
Hispanic or Latino---- 30--
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 6.5 5.8 -0.7 5.3 2263Met 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 158 15598Yes 1 159 159100Yes 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 72 70 73 73 0 0 145 14399Yes1
English Learners and Former English Learners 20 20 20 20 0 0 40 40100Yes1
Low Income 43 42 44 44 0 0 87 8699Yes1
Students with Disabilities 36 34 36 36 0 0 72 7097Yes1
American Indian or Alaska Native-----------
Asian 14 13 14 14 0 0 28----
Black or African American 9 9 9 9 0 0 18----
Hispanic or Latino 20 19 20 20 0 0 40 3998Yes1
Multi-Race, Not Hispanic or Latino 5 5 5 5 0 0 10----
Native Hawaiian or Other Pacific Islander-----------
White 110 109 111 111 0 0 221 220100Yes1


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.


Resources
Interpretive Materials Interpretive Materials
Accountability Terms Glossary of Accountability Terms

School and District Profiles