Massachusetts School and District Profiles

North Street Elementary School

Districts
Schools

2025

2025 Official Accountability Report - North Street Elementary School

Organization Information

DISTRICT NAME
Grafton (01100000)

TITLE I STATUS
Non-Title I School

SCHOOL
North Street Elementary School (01100030)

GRADES SERVED
02,03,04,05,06

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
58% - Substantial progress toward targets	72

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	72%	48%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	58%
	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)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	3	4	-
	Mathematics achievement	0	4	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		1.9	9.6	-	5.8	7.6	-
Percentage of possible points		20%		-	76%		-
2025 Annual criterion-referenced target percentage		48%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		7.4	10.3	-	5.4	7.6	-
Percentage of possible points		72%		-	71%		-
2024 Annual criterion-referenced target percentage		72%

Student group percentile

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

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	54%	19%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	33%
	Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	1	4	-
	Science achievement	0	4	-
	Achievement total	1	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		2.0	10.3	-
Percentage of possible points		19%		-
2025 Annual criterion-referenced target percentage		19%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	4	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		5.6	10.3	-
Percentage of possible points		54%		-
2024 Annual criterion-referenced target percentage		54%

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	501.7	498.7	-3.0	504.8	465	0	Recovery Path: Declined
Lowest Performing	474.3	478.4	4.1	478.6	80	3	Recovery Path: Met Target
High Needs	487.9	487.0	-0.9	490.4	165	0	Recovery Path: Declined
English Learners and Former English Learners	494.5	492.4	-2.1	496.9	40	0	Path Forward: Declined
Low Income	492.8	490.7	-2.1	493.8	70	0	Recovery Path: Declined
Students with Disabilities	477.3	479.5	2.2	479.7	89	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	505.6	502.5	-3.1	508.2	85	0	Recovery Path: Declined
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	493.2	488.8	-4.4	495.1	33	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.9	497.5	-3.4	504.3	317	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	503.1	500.7	-2.4	504.9	465	0	Recovery Path: Declined
Lowest Performing	475.0	479.2	4.2	479.5	80	3	Recovery Path: Met Target
High Needs	489.4	489.0	-0.4	492.0	166	1	Path Forward: No Change
English Learners and Former English Learners	506.2	502.6	-3.6	509.8	40	0	Path Forward: Declined
Low Income	489.8	491.3	1.5	492.2	70	2	Path Forward: Improved Below Target
Students with Disabilities	480.0	479.1	-0.9	483.3	90	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	512.7	511.1	-1.6	516.4	85	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	489.0	487.8	-1.2	491.8	34	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.2	498.3	-2.9	503.5	316	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	505.3	500.8	-4.5	507.5	124	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	29	-	-
High Needs	491.7	481.4	-10.3	493.5	42	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	23	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	508.6	500.2	-8.4	512.6	21	0	Path Forward: Declined
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.8	501.9	-3.9	507.8	89	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	50.4	339	3	Typical Growth - High
Lowest Performing	50.8	80	3	Typical Growth - High
High Needs	46.7	109	2	Typical Growth - Low
English Learners and Former English Learners	55.6	30	3	Typical Growth - High
Low Income	46.7	44	2	Typical Growth - Low
Students with Disabilities	43.8	57	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	48.7	71	2	Typical Growth - Low
Black or African American	-	13	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.3	228	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	55.2	340	3	Typical Growth - High
Lowest Performing	53.3	80	3	Typical Growth - High
High Needs	52.8	112	3	Typical Growth - High
English Learners and Former English Learners	58.4	31	3	Typical Growth - High
Low Income	57.0	46	3	Typical Growth - High
Students with Disabilities	45.9	59	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	58.3	71	3	Typical Growth - High
Black or African American	-	13	-	-
Hispanic or Latino	54.4	20	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.2	227	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	54.5	82.6	28.1	58.5	23	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	54.5	82.6	28.1	58.5	23	4	Exceeded 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	10.1	9.2	-0.9	8.8	585	3	Met Target
Lowest Performing	6.0	5.0	-1.0	2.5	80	4	Exceeded Target
High Needs	14.4	13.3	-1.1	11.8	210	2	Improved Below Target
English Learners and Former English Learners	22.9	16.7	-6.2	19.9	60	4	Exceeded Target
Low Income	17.0	10.1	-6.9	13.3	89	4	Exceeded Target
Students with Disabilities	12.6	15.1	2.5	9.3	106	0	Declined
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	23.7	21.4	-2.3	20.8	112	2	Improved Below Target
Black or African American	-	-	-	-	22	-	-
Hispanic or Latino	7.3	13.0	5.7	3.6	46	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.2	5.7	-1.5	5.8	387	3	Met Target

Assessment participation - All students
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	479	476	99	Yes	1	479	477	100	Yes	1	125	124	99	Yes	1

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	177	175	177	177	43	42	397	394	99	Yes	1
English Learners and Former English Learners	48	47	48	48	12	12	108	107	99	Yes	1
Low Income	75	75	75	75	17	17	167	167	100	Yes	1
Students with Disabilities	93	92	93	93	24	23	210	208	99	Yes	1
American Indian or Alaska Native	2	2	2	2	0	0	4	-	-	-	-
Asian	90	89	90	90	21	21	201	200	100	Yes	1
Black or African American	17	17	17	17	4	4	38	-	-	-	-
Hispanic or Latino	38	37	38	38	7	7	83	82	99	Yes	1
Multi-Race, Not Hispanic or Latino	12	12	12	12	3	3	27	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	320	319	320	318	90	89	730	726	99	Yes	1

About this report

About the Data

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

Glossary of Accountability Terms