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Fowler School
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2025 Official Accountability Report - Fowler School
Organization Information
DISTRICT NAME
Maynard (01740000)		TITLE I STATUS
Title I School
SCHOOL
Fowler School (01740305)		GRADES SERVED
04,05,06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage50%25%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		35%
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 achievement04-14-
Mathematics achievement04-24-
Science achievement04----
Achievement total01267.53867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total0.910.3-3.17.6-
Percentage of possible points 9%-41%-
2025 Annual criterion-referenced target percentage25%

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 achievement24-24-
Science achievement24----
Achievement total41260.04867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6820.06822.5
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 total4410.0---
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total4.49.6-4.17.6-
Percentage of possible points 46%-54%-
2024 Annual criterion-referenced target percentage50%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
37

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage30%12%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		19%
Limited or no 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 achievement04-
Achievement total01267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total1.210.3-
Percentage of possible points 12%-
2025 Annual criterion-referenced target percentage12%

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 achievement14-
Science achievement14-
Achievement total21267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total3.110.3-
Percentage of possible points 30%-
2024 Annual criterion-referenced target percentage30%

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 495.2 493.7 -1.5 498.7 4400Recovery Path: Declined
Lowest Performing 468.2 468.0 -0.2 473.3 811Path Forward: No Change
High Needs 482.1 480.6 -1.5 485.0 1850Path Forward: Declined
English Learners and Former English Learners 479.2 476.0 -3.2 481.7 480Path Forward: Declined
Low Income 480.9 479.0 -1.9 483.3 1240Path Forward: Declined
Students with Disabilities 477.6 477.1 -0.5 480.9 881Path Forward: No Change
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 11--
Hispanic or Latino 483.3 479.0 -4.3 485.6 730Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 19--
Native Hawaiian or Other Pacific Islander-------
White 498.1 497.7 -0.4 500.5 3331Path Forward: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 497.3 492.2 -5.1 499.8 4350Path Forward: Declined
Lowest Performing 472.0 473.2 1.2 476.8 812Recovery Path: Improved Below Target
High Needs 484.1 481.8 -2.3 486.8 1810Path Forward: Declined
English Learners and Former English Learners 481.7 480.0 -1.7 485.2 480Path Forward: Declined
Low Income 482.3 481.0 -1.3 485.1 1230Path Forward: Declined
Students with Disabilities 479.3 478.6 -0.7 482.7 860Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 11--
Hispanic or Latino 484.8 480.7 -4.1 487.3 720Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 20--
Native Hawaiian or Other Pacific Islander-------
White 500.2 495.3 -4.9 503.0 3280Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 500.0 499.1 -0.9 503.6 1800Path Forward: Declined
Lowest Performing---- 36--
High Needs 487.6 484.0 -3.6 489.7 640Recovery Path: Declined
English Learners and Former English Learners---- 19--
Low Income 488.2 481.9 -6.3 492.2 450Path Forward: Declined
Students with Disabilities 483.5 484.3 0.8 487.3 322Path Forward: Improved Below Target
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 5--
Hispanic or Latino 491.7 484.2 -7.5 495.3 280Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 502.2 502.5 0.3 505.9 1372Path Forward: Improved Below Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.0 4312Typical Growth - Low
Lowest Performing 45.4 812Typical Growth - Low
High Needs 46.9 1822Typical Growth - Low
English Learners and Former English Learners 50.1 483Typical Growth - High
Low Income 48.2 1232Typical Growth - Low
Students with Disabilities 43.2 852Typical Growth - Low
American Indian or Alaska Native----
Asian- 4--
Black or African American- 11--
Hispanic or Latino 49.5 732Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 19--
Native Hawaiian or Other Pacific Islander----
White 48.9 3242Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 46.4 4262Typical Growth - Low
Lowest Performing 47.5 812Typical Growth - Low
High Needs 46.2 1782Typical Growth - Low
English Learners and Former English Learners 49.1 482Typical Growth - Low
Low Income 47.3 1212Typical Growth - Low
Students with Disabilities 44.4 832Typical Growth - Low
American Indian or Alaska Native----
Asian- 4--
Black or African American- 11--
Hispanic or Latino 48.7 712Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 20--
Native Hawaiian or Other Pacific Islander----
White 46.1 3202Typical Growth - Low

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 12.5 13.3 0.8 11.0 4600Declined
Lowest Performing 12.6 12.3 -0.3 8.0 812Improved Below Target
High Needs 19.6 17.6 -2.0 17.2 1933Met Target
English Learners and Former English Learners 24.6 22.6 -2.0 21.1 532Improved Below Target
Low Income 25.2 19.7 -5.5 22.0 1374Exceeded Target
Students with Disabilities 20.2 16.1 -4.1 16.6 873Met Target
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 12--
Hispanic or Latino 19.8 17.7 -2.1 15.6 792Improved Below Target
Multi-Race, Not Hispanic or Latino---- 22--
Native Hawaiian or Other Pacific Islander-------
White 10.5 12.2 1.7 8.7 3430Declined

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 454 45199Yes 1 455 44698Yes 1 183 18199Yes 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 193 192 194 188 66 65 453 44598Yes1
English Learners and Former English Learners 51 51 51 51 19 19 121 121100Yes1
Low Income 132 131 133 130 46 46 311 30799Yes1
Students with Disabilities 90 89 91 87 33 32 214 20897Yes1
American Indian or Alaska Native-----------
Asian 4 4 4 4 2 2 10----
Black or African American 11 11 11 11 5 5 27----
Hispanic or Latino 76 76 76 75 28 28 180 17999Yes1
Multi-Race, Not Hispanic or Latino 21 21 22 22 8 8 51 51100Yes1
Native Hawaiian or Other Pacific Islander-----------
White 340 337 340 332 140 138 820 80798Yes1


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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