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Huckleberry Hill
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2025 Official Accountability Report - Huckleberry Hill
Organization Information
DISTRICT NAME
Lynnfield (01640000)		TITLE I STATUS
Title I School
SCHOOL
Huckleberry Hill (01640010)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
58% - Substantial progress toward targets78

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage80%43%
Weight40%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)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-04-
Mathematics achievement44-04-
Science achievement------
Achievement total7867.50867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-04-
Growth total3822.52822.5
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 total5.77.6-0.97.6-
Percentage of possible points 75%-12%-
2025 Annual criterion-referenced target percentage43%

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 achievement44-34-
Mathematics achievement44-34-
Science achievement------
Achievement total8867.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5822.55822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total6.97.6-5.27.6-
Percentage of possible points 91%-68%-
2024 Annual criterion-referenced target percentage80%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
78

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage88%30%
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 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 growth14-
Mathematics growth04-
Growth total1822.5
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 total2.37.6-
Percentage of possible points 30%-
2025 Annual criterion-referenced target percentage30%

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 achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8867.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total6.77.6-
Percentage of possible points 88%-
2024 Annual criterion-referenced target percentage88%

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 509.0 507.7 -1.3 512.2 1763Recovery Path: Met Target
Lowest Performing 488.5 485.1 -3.4 492.7 240Recovery Path: Declined
High Needs 500.2 495.0 -5.2 502.6 490Recovery Path: Declined
English Learners and Former English Learners---- 10--
Low Income---- 18--
Students with Disabilities 494.3 489.0 -5.3 497.5 283Recovery Path: Met Target
American Indian or Alaska Native-------
Asian 508.3 516.4 8.1 510.4 214Path Forward: Exceeded Target
Black or African American---- 7--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 509.0 507.4 -1.6 511.6 1223Recovery 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 516.2 512.7 -3.5 517.7 1764Path Forward: Exceeded Target
Lowest Performing 492.3 484.3 -8.0 497.0 240Recovery Path: Declined
High Needs 504.6 501.5 -3.1 507.1 493Path Forward: Met Target
English Learners and Former English Learners---- 10--
Low Income---- 18--
Students with Disabilities 499.6 496.4 -3.2 502.0 283Recovery Path: Met Target
American Indian or Alaska Native-------
Asian 519.5 523.8 4.3 522.5 214Path Forward: Exceeded Target
Black or African American---- 7--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 516.3 511.4 -4.9 518.0 1224Path 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 44.7 962Typical Growth - Low
Lowest Performing 42.4 242Typical Growth - Low
High Needs 35.1 231Low Growth
English Learners and Former English Learners- 4--
Low Income- 10--
Students with Disabilities- 13--
American Indian or Alaska Native----
Asian- 10--
Black or African American- 3--
Hispanic or Latino- 6--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 44.4 722Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 38.6 961Low Growth
Lowest Performing 28.0 240Very Low Growth
High Needs 25.7 230Very Low Growth
English Learners and Former English Learners- 4--
Low Income- 10--
Students with Disabilities- 13--
American Indian or Alaska Native----
Asian- 10--
Black or African American- 3--
Hispanic or Latino- 6--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 35.5 721Low Growth

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 5.1 6.9 1.8 4.0 3503Met Target
Lowest Performing 4.2 4.2 0.0 1.0 244Exceeded Target
High Needs 10.3 14.6 4.3 8.2 960Declined
English Learners and Former English Learners---- 20--
Low Income---- 42--
Students with Disabilities 12.7 14.8 2.1 10.2 540Declined
American Indian or Alaska Native-------
Asian 12.8 7.1 -5.7 10.7 424Exceeded Target
Black or African American---- 12--
Hispanic or Latino---- 28--
Multi-Race, Not Hispanic or Latino---- 23--
Native Hawaiian or Other Pacific Islander-------
White 3.9 5.3 1.4 2.7 2453Met 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 180 180100Yes 1 180 180100Yes 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 53 53 53 53 0 0 106 106100Yes1
English Learners and Former English Learners 10 10 10 10 0 0 20----
Low Income 21 21 21 21 0 0 42 42100Yes1
Students with Disabilities 32 32 32 32 0 0 64 64100Yes1
American Indian or Alaska Native-----------
Asian 21 21 21 21 0 0 42 42100Yes1
Black or African American 8 8 8 8 0 0 16----
Hispanic or Latino 17 17 17 17 0 0 34----
Multi-Race, Not Hispanic or Latino 12 12 12 12 0 0 24----
Native Hawaiian or Other Pacific Islander-----------
White 122 122 122 122 0 0 244 244100Yes1


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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Interpretive Materials Interpretive Materials
Accountability Terms Glossary of Accountability Terms

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