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Freeman-Kennedy School
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2025 Official Accountability Report - Freeman-Kennedy School
Organization Information
DISTRICT NAME
Norfolk (02080000)		TITLE I STATUS
Title I School
SCHOOL
Freeman-Kennedy School (02080005)		GRADES SERVED
03,04,05,06
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage60%55%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		57%
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 achievement34-24-
Mathematics achievement34-24-
Science achievement04----
Achievement total61267.54867.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-34-
Growth total5822.56822.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total5.210.3-4.57.6-
Percentage of possible points 51%-59%-
2025 Annual criterion-referenced target percentage55%

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 achievement24-24-
Mathematics achievement34-44-
Science achievement04----
Achievement total51267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total5.010.3-5.47.6-
Percentage of possible points 49%-71%-
2024 Annual criterion-referenced target percentage60%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
80

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage59%51%
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 achievement34-
Mathematics achievement04-
Science achievement34-
Achievement total61267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 total5.210.3-
Percentage of possible points 51%-
2025 Annual criterion-referenced target percentage51%

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 achievement34-
Science achievement04-
Achievement total71267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total6.110.3-
Percentage of possible points 59%-
2024 Annual criterion-referenced target percentage59%

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 502.2 504.5 2.3 505.6 5653Recovery Path: Met Target
Lowest Performing 480.0 482.7 2.7 485.1 1052Path Forward: Improved Below Target
High Needs 490.1 492.0 1.9 492.2 1573Recovery Path: Met Target
English Learners and Former English Learners 496.4 491.9 -4.5 498.8 210Path Forward: Declined
Low Income 493.3 498.9 5.6 495.4 394Path Forward: Exceeded Target
Students with Disabilities 485.0 487.9 2.9 487.6 1173Recovery Path: Met Target
American Indian or Alaska Native---- 1--
Asian---- 19--
Black or African American---- 11--
Hispanic or Latino---- 27--
Multi-Race, Not Hispanic or Latino---- 21--
Native Hawaiian or Other Pacific Islander-------
White 502.7 504.7 2.0 506.1 4863Recovery 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 507.7 507.8 0.1 509.1 5653Recovery Path: Met Target
Lowest Performing 484.9 487.6 2.7 489.8 1052Recovery Path: Improved Below Target
High Needs 497.0 495.4 -1.6 499.5 1560Path Forward: Declined
English Learners and Former English Learners 503.8 496.5 -7.3 506.8 200Path Forward: Declined
Low Income 496.8 501.7 4.9 499.2 394Path Forward: Exceeded Target
Students with Disabilities 492.9 491.3 -1.6 496.1 1163Path Forward: Met Target
American Indian or Alaska Native---- 1--
Asian---- 18--
Black or African American---- 11--
Hispanic or Latino---- 27--
Multi-Race, Not Hispanic or Latino---- 21--
Native Hawaiian or Other Pacific Islander-------
White 508.5 508.0 -0.5 510.2 4873Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 501.9 500.6 -1.3 503.4 1270Recovery Path: Declined
Lowest Performing---- 30--
High Needs 489.5 493.1 3.6 493.0 333Path Forward: Met Target
English Learners and Former English Learners---- 6--
Low Income---- 8--
Students with Disabilities 485.1 490.1 5.0 487.5 214Recovery Path: Exceeded Target
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 1--
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 503.3 500.9 -2.4 504.6 1150Recovery Path: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.9 4162Typical Growth - Low
Lowest Performing 52.7 1053Typical Growth - High
High Needs 50.6 1113Typical Growth - High
English Learners and Former English Learners- 18--
Low Income 53.3 303Typical Growth - High
Students with Disabilities 48.3 802Typical Growth - Low
American Indian or Alaska Native- 1--
Asian- 13--
Black or African American- 11--
Hispanic or Latino- 21--
Multi-Race, Not Hispanic or Latino- 18--
Native Hawaiian or Other Pacific Islander----
White 49.2 3522Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 54.0 4153Typical Growth - High
Lowest Performing 55.1 1053Typical Growth - High
High Needs 48.5 1102Typical Growth - Low
English Learners and Former English Learners- 17--
Low Income 50.9 303Typical Growth - High
Students with Disabilities 46.1 792Typical Growth - Low
American Indian or Alaska Native- 1--
Asian- 12--
Black or African American- 11--
Hispanic or Latino- 21--
Multi-Race, Not Hispanic or Latino- 18--
Native Hawaiian or Other Pacific Islander----
White 53.7 3523Typical Growth - High

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 5.7 7.9 2.2 4.6 6050Declined
Lowest Performing 4.8 4.8 0.0 1.5 1054Exceeded Target
High Needs 12.7 17.5 4.8 10.6 1940Declined
English Learners and Former English Learners 25.9 38.0 12.1 22.9 500Declined
Low Income 14.6 34.2 19.6 10.3 730Declined
Students with Disabilities 13.4 8.3 -5.1 10.9 1204Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 20--
Black or African American---- 41--
Hispanic or Latino---- 30--
Multi-Race, Not Hispanic or Latino---- 21--
Native Hawaiian or Other Pacific Islander-------
White 5.1 4.7 -0.4 3.9 4924Exceeded 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 585 583100Yes 1 584 58099Yes 1 131 13099Yes 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 176 175 174 171 36 36 386 38299Yes1
English Learners and Former English Learners 37 36 35 32 8 8 80 7695Yes1
Low Income 56 55 55 52 11 11 122 11897Yes1
Students with Disabilities 120 119 119 119 22 22 261 260100Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 20 20 19 19 3 3 42 42100Yes1
Black or African American 25 25 25 22 4 4 54 5196Yes2
Hispanic or Latino 30 30 29 29 6 6 65 65100Yes1
Multi-Race, Not Hispanic or Latino 21 21 21 21 2 2 44 44100Yes1
Native Hawaiian or Other Pacific Islander-----------
White 488 486 489 488 116 115 1,093 1,089100Yes1


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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