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Oak Street Elementary
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2025 Official Accountability Report - Oak Street Elementary
Organization Information
DISTRICT NAME
Franklin (01010000)		TITLE I STATUS
Title I School
SCHOOL
Oak Street Elementary (01010030)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
54% - Substantial progress toward targets74

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage53%54%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		54%
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 achievement24-24-
Mathematics achievement34-24-
Science achievement14----
Achievement total61267.54867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-24-
Growth total6822.54822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total5.710.3-4.07.6-
Percentage of possible points 55%-53%-
2025 Annual criterion-referenced target percentage54%

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 achievement34-44-
Science achievement04----
Achievement total31267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total3.410.3-5.57.6-
Percentage of possible points 33%-72%-
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
68

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage11%65%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		43%
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 achievement24-
Science achievement44-
Achievement total81267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total6.710.3-
Percentage of possible points 65%-
2025 Annual criterion-referenced target percentage65%

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 achievement04-
Achievement total01267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total1.110.3-
Percentage of possible points 11%-
2024 Annual criterion-referenced target percentage11%

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 501.6 503.2 1.6 504.2 1832Recovery Path: Improved Below Target
Lowest Performing 473.5 476.6 3.1 478.2 272Recovery Path: Improved Below Target
High Needs 486.6 488.3 1.7 488.9 702Recovery Path: Improved Below Target
English Learners and Former English Learners---- 19--
Low Income 485.8 483.4 -2.4 487.9 380Path Forward: Declined
Students with Disabilities 479.7 485.1 5.4 482.5 394Recovery Path: Exceeded Target
American Indian or Alaska Native-------
Asian---- 16--
Black or African American---- 6--
Hispanic or Latino---- 16--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander---- 2--
White 503.0 505.0 2.0 506.0 1383Recovery 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 505.7 507.3 1.6 507.2 1843Path Forward: Met Target
Lowest Performing 478.8 480.1 1.3 484.3 272Recovery Path: Improved Below Target
High Needs 491.3 493.2 1.9 493.8 702Path Forward: Improved Below Target
English Learners and Former English Learners---- 19--
Low Income 490.3 489.7 -0.6 492.7 380Path Forward: Declined
Students with Disabilities 485.6 488.9 3.3 488.3 394Recovery Path: Exceeded Target
American Indian or Alaska Native-------
Asian---- 16--
Black or African American---- 6--
Hispanic or Latino---- 16--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander---- 2--
White 507.0 509.2 2.2 508.7 1393Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 501.8 501.6 -0.2 504.0 621Path Forward: No Change
Lowest Performing---- 12--
High Needs 484.1 489.2 5.1 487.6 224Path Forward: Exceeded Target
English Learners and Former English Learners---- 1--
Low Income---- 13--
Students with Disabilities---- 16--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 3--
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander---- 1--
White 503.2 503.1 -0.1 505.4 471Path Forward: No Change

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 53.6 1173Typical Growth - High
Lowest Performing 45.9 262Typical Growth - Low
High Needs 45.0 432Typical Growth - Low
English Learners and Former English Learners- 4--
Low Income 45.8 202Typical Growth - Low
Students with Disabilities 40.5 302Typical Growth - Low
American Indian or Alaska Native----
Asian- 10--
Black or African American- 4--
Hispanic or Latino- 7--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander- 2--
White 53.3 903Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 52.9 1193Typical Growth - High
Lowest Performing 46.0 262Typical Growth - Low
High Needs 50.3 433Typical Growth - High
English Learners and Former English Learners- 4--
Low Income 60.2 204Exceeded Typical Growth
Students with Disabilities 44.9 302Typical Growth - Low
American Indian or Alaska Native----
Asian- 10--
Black or African American- 4--
Hispanic or Latino- 7--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander- 2--
White 53.0 923Typical 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 9.0 -1.1 9.0 3433Met Target
Lowest Performing 14.3 7.4 -6.9 11.0 274Exceeded Target
High Needs 15.5 15.0 -0.5 13.4 1332Improved Below Target
English Learners and Former English Learners---- 42--
Low Income 18.5 24.7 6.2 14.2 730Declined
Students with Disabilities 11.3 12.3 1.0 8.8 730Declined
American Indian or Alaska Native---- 1--
Asian---- 38--
Black or African American---- 17--
Hispanic or Latino---- 27--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander---- 2--
White 8.3 4.8 -3.5 7.1 2494Exceeded 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 192 19099Yes 1 191 19099Yes 1 65 65100Yes 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 76 75 75 74 24 24 175 17399Yes1
English Learners and Former English Learners 23 23 22 22 2 2 47 47100Yes1
Low Income 41 41 41 41 15 15 97 97100Yes1
Students with Disabilities 40 39 40 39 16 16 96 9498Yes1
American Indian or Alaska Native-----------
Asian 19 19 19 19 4 4 42----
Black or African American 7 7 7 7 4 4 18----
Hispanic or Latino 19 19 18 18 5 5 42----
Multi-Race, Not Hispanic or Latino 5 5 5 5 4 4 14----
Native Hawaiian or Other Pacific Islander 2 2 2 2 1 1 5----
White 140 138 140 139 47 47 327 32499Yes1


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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