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Newton School
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2025
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2025 Official Accountability Report - Newton School
Organization Information
DISTRICT NAME
Greenfield (01140000)		TITLE I STATUS
Title I School
SCHOOL
Newton School (01140035)		GRADES SERVED
K,01,02,03,04
REGION
West/Central		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage57%15%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		31%
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 achievement04----
Mathematics achievement04----
Science achievement------
Achievement total0867.5---
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 absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total1.17.6----
Percentage of possible points 15%---
2025 Annual criterion-referenced target percentage15%

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----
Mathematics achievement44----
Science achievement------
Achievement total4867.5---
GrowthEnglish language arts growth34----
Mathematics growth44----
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 total4.37.6----
Percentage of possible points 57%---
2024 Annual criterion-referenced target percentage57%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
10

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage50%15%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		29%
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 achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total1.17.6-
Percentage of possible points 15%-
2025 Annual criterion-referenced target percentage15%

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 achievement44-
Science achievement---
Achievement total4867.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total3.87.6-
Percentage of possible points 50%-
2024 Annual criterion-referenced target percentage50%

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 478.2 473.0 -5.2 482.6 540Recovery Path: Declined
Lowest Performing-------
High Needs 474.5 471.9 -2.6 478.9 500Recovery Path: Declined
English Learners and Former English Learners---- 4--
Low Income 475.1 472.7 -2.4 479.5 480Recovery Path: Declined
Students with Disabilities---- 13--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 3--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 481.8 478.6 -3.2 486.1 290Recovery 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 483.9 475.4 -8.5 486.4 530Recovery Path: Declined
Lowest Performing-------
High Needs 479.3 474.0 -5.3 481.5 490Recovery Path: Declined
English Learners and Former English Learners---- 4--
Low Income 479.9 475.1 -4.8 482.8 470Recovery Path: Declined
Students with Disabilities---- 13--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 3--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 488.1 476.0 -12.1 491.4 280Recovery 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-------
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 47.6 232Typical Growth - Low
Lowest Performing----
High Needs 46.1 222Typical Growth - Low
English Learners and Former English Learners- 2--
Low Income 48.0 212Typical Growth - Low
Students with Disabilities- 4--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 10--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White- 12--

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 58.3 233Typical Growth - High
Lowest Performing----
High Needs 57.3 223Typical Growth - High
English Learners and Former English Learners- 2--
Low Income 58.7 213Typical Growth - High
Students with Disabilities- 4--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 10--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White- 12--

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 28.0 30.9 2.9 25.8 1360Declined
Lowest Performing-------
High Needs 31.3 33.9 2.6 28.8 1180Declined
English Learners and Former English Learners---- 20--
Low Income 31.8 35.1 3.3 29.1 1140Declined
Students with Disabilities---- 28--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 8--
Hispanic or Latino---- 43--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander---- 2--
White 24.2 25.3 1.1 21.3 750Declined

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 59 5898Yes 1 59 5797Yes 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 55 54 55 53 0 0 110 10797Yes1
English Learners and Former English Learners 5 5 5 5 0 0 10----
Low Income 53 52 53 51 0 0 106 10397Yes1
Students with Disabilities 14 14 14 14 0 0 28----
American Indian or Alaska Native-----------
Asian-----------
Black or African American 3 3 3 3 0 0 6----
Hispanic or Latino 21 21 21 21 0 0 42 42100Yes1
Multi-Race, Not Hispanic or Latino 5 5 5 5 0 0 10----
Native Hawaiian or Other Pacific Islander-----------
White 30 29 30 28 0 0 60 5795Yes1


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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