Massachusetts School and District Profiles

Newman Elementary

Districts
Schools

2025

2025 Official Accountability Report - Newman Elementary

Organization Information

DISTRICT NAME
Needham (01990000)

TITLE I STATUS
Non-Title I School

SCHOOL
Newman Elementary (01990050)

GRADES SERVED
PK,K,01,02,03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
83% - Meeting or exceeding targets	92

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	73%	90%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	83%
	Meeting or exceeding 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	4	4	-	4	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	7	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		9.0	9.6	-	6.5	7.6	-
Percentage of possible points		94%		-	86%		-
2025 Annual criterion-referenced target percentage		90%

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	-	0	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	6	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		8.6	9.6	-	4.2	7.6	-
Percentage of possible points		90%		-	55%		-
2024 Annual criterion-referenced target percentage		73%

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	87%	90%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	89%
	Meeting or exceeding 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	4	4	-
	Mathematics achievement	3	4	-
	Science achievement	4	4	-
	Achievement total	11	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	4	-
	Growth total	7	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		9.3	10.3	-
Percentage of possible points		90%		-
2025 Annual criterion-referenced target percentage		90%

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	3	4	-
	Mathematics achievement	4	4	-
	Science achievement	4	4	-
	Achievement total	11	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	4	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		9.0	10.3	-
Percentage of possible points		87%		-
2024 Annual criterion-referenced target percentage		87%

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	507.4	512.4	5.0	508.8	296	4	Path Forward: Exceeded Target
Lowest Performing	488.6	495.3	6.7	492.9	50	4	Recovery Path: Exceeded Target
High Needs	494.9	501.9	7.0	497.2	94	4	Path Forward: Exceeded Target
English Learners and Former English Learners	503.4	498.9	-4.5	505.8	26	3	Path Forward: Met Target
Low Income	492.6	497.6	5.0	495.1	22	4	Recovery Path: Exceeded Target
Students with Disabilities	487.0	499.1	12.1	489.4	64	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	506.0	510.4	4.4	508.1	34	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	496.3	502.3	6.0	498.9	22	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.1	513.3	4.2	510.6	220	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	510.4	512.0	1.6	511.9	296	4	Path Forward: Exceeded Target
Lowest Performing	488.9	490.2	1.3	494.0	50	3	Path Forward: Met Target
High Needs	499.6	501.5	1.9	502.1	94	3	Path Forward: Met Target
English Learners and Former English Learners	515.5	506.0	-9.5	518.5	26	3	Path Forward: Met Target
Low Income	495.4	493.3	-2.1	497.8	22	0	Path Forward: Declined
Students with Disabilities	490.4	498.1	7.7	493.6	64	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	517.3	518.1	0.8	520.3	34	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	497.3	499.4	2.1	500.2	22	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.3	512.5	1.2	513.0	220	4	Path 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	507.4	513.9	6.5	509.6	105	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	34	-	-
High Needs	494.8	505.9	11.1	498.3	33	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	9	-	-
Students with Disabilities	485.3	499.7	14.4	489.5	22	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.5	514.0	4.5	511.7	69	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	60.7	199	4	Exceeded Typical Growth
Lowest Performing	56.2	50	3	Typical Growth - High
High Needs	62.7	68	4	Exceeded Typical Growth
English Learners and Former English Learners	-	18	-	-
Low Income	-	15	-	-
Students with Disabilities	65.2	45	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	64.5	27	4	Exceeded Typical Growth
Black or African American	-	3	-	-
Hispanic or Latino	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	60.2	139	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	54.5	199	3	Typical Growth - High
Lowest Performing	51.9	50	3	Typical Growth - High
High Needs	52.3	68	3	Typical Growth - High
English Learners and Former English Learners	-	18	-	-
Low Income	-	15	-	-
Students with Disabilities	52.9	45	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	59.0	27	3	Typical Growth - High
Black or African American	-	3	-	-
Hispanic or Latino	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.0	139	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	85.7	62.5	-23.2	87.9	24	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	85.7	62.5	-23.2	87.9	24	0	Declined
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	4.2	3.3	-0.9	3.1	514	4	Exceeded Target
Lowest Performing	8.0	4.0	-4.0	4.7	50	4	Exceeded Target
High Needs	9.7	7.6	-2.1	7.6	158	3	Met Target
English Learners and Former English Learners	3.9	13.2	9.3	1.0	53	0	Declined
Low Income	11.6	15.4	3.8	7.3	39	0	Declined
Students with Disabilities	12.4	6.9	-5.5	9.9	102	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	11.5	3.6	-7.9	9.4	56	4	Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	2.7	9.3	6.6	1.0	43	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	30	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	3.3	2.4	-0.9	2.1	371	4	Exceeded 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	297	297	100	Yes	1	297	297	100	Yes	1	105	105	100	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	95	95	95	95	33	33	223	223	100	Yes	1
English Learners and Former English Learners	27	27	27	27	9	9	63	63	100	Yes	1
Low Income	22	22	22	22	9	9	53	53	100	Yes	1
Students with Disabilities	64	64	64	64	22	22	150	150	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	34	34	34	34	15	15	83	83	100	Yes	1
Black or African American	4	4	4	4	2	2	10	-	-	-	-
Hispanic or Latino	22	22	22	22	11	11	55	55	100	Yes	1
Multi-Race, Not Hispanic or Latino	16	16	16	16	8	8	40	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	221	221	221	221	69	69	511	511	100	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