Massachusetts School and District Profiles

Amvet Boulevard

Districts
Schools

2025

2025 Official Accountability Report - Amvet Boulevard

Organization Information

DISTRICT NAME
North Attleborough (02120000)

TITLE I STATUS
Non-Title I School

SCHOOL
Amvet Boulevard (02120007)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
55% - Substantial progress toward targets	65

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	58%	53%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	55%
	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)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	2	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	3	12	67.5	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	5	8	22.5	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	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		3.6	10.3	-	5.4	7.6	-
Percentage of possible points		35%		-	71%		-
2025 Annual criterion-referenced target percentage		53%

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	0	4	-	4	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	67.5	8	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	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	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	1	4	10.0
Weighted total		2.3	10.3	-	7.1	7.6	-
Percentage of possible points		22%		-	93%		-
2024 Annual criterion-referenced target percentage		58%

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	50%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	26%
	Moderate progress toward 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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		1.1	10.3	-
Percentage of possible points		11%		-
2025 Annual criterion-referenced target percentage		11%

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	1	4	-
	Mathematics achievement	4	4	-
	Science achievement	0	4	-
	Achievement total	5	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		5.1	10.3	-
Percentage of possible points		50%		-
2024 Annual criterion-referenced target percentage		50%

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	498.2	495.6	-2.6	501.2	232	0	Recovery Path: Declined
Lowest Performing	478.3	481.7	3.4	483.4	31	2	Path Forward: Improved Below Target
High Needs	490.8	488.8	-2.0	493.0	96	0	Recovery Path: Declined
English Learners and Former English Learners	487.9	490.3	2.4	490.3	24	3	Path Forward: Met Target
Low Income	493.3	491.2	-2.1	496.2	55	0	Recovery Path: Declined
Students with Disabilities	485.2	477.1	-8.1	488.1	43	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	503.5	503.3	-0.2	506.1	44	1	Recovery Path: No Change
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	498.7	493.8	-4.9	501.8	148	0	Recovery 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	497.6	496.5	-1.1	500.0	233	0	Recovery Path: Declined
Lowest Performing	475.0	481.3	6.3	479.7	31	4	Recovery Path: Exceeded Target
High Needs	491.9	488.8	-3.1	493.5	96	0	Recovery Path: Declined
English Learners and Former English Learners	497.5	497.8	0.3	501.1	24	2	Path Forward: Improved Below Target
Low Income	488.9	487.4	-1.5	491.2	55	0	Recovery Path: Declined
Students with Disabilities	486.3	474.7	-11.6	489.6	43	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	512.7	511.0	-1.7	516.4	44	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	495.9	494.1	-1.8	498.5	149	0	Recovery 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	504.9	507.0	2.1	507.6	78	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	18	-	-
High Needs	493.8	493.1	-0.7	497.2	28	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	16	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.6	506.4	-0.2	509.6	47	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	49.2	142	2	Typical Growth - Low
Lowest Performing	49.5	31	2	Typical Growth - Low
High Needs	46.5	50	2	Typical Growth - Low
English Learners and Former English Learners	-	12	-	-
Low Income	46.5	25	2	Typical Growth - Low
Students with Disabilities	36.9	21	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	62.7	28	4	Exceeded Typical Growth
Black or African American	-	9	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.8	90	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	55.6	143	3	Typical Growth - High
Lowest Performing	60.3	31	4	Exceeded Typical Growth
High Needs	52.1	50	3	Typical Growth - High
English Learners and Former English Learners	-	12	-	-
Low Income	50.3	25	3	Typical Growth - High
Students with Disabilities	50.2	21	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	59.5	28	3	Typical Growth - High
Black or African American	-	9	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.7	91	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	-	-	-	-	-	-	-
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	18.6	16.2	-2.4	17.3	352	4	Exceeded Target
Lowest Performing	15.2	16.1	0.9	11.7	31	0	Declined
High Needs	20.3	22.7	2.4	17.7	154	0	Declined
English Learners and Former English Learners	21.6	13.3	-8.3	18.6	45	4	Exceeded Target
Low Income	15.7	28.6	12.9	12.0	91	0	Declined
Students with Disabilities	22.4	19.7	-2.7	19.1	66	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	41.7	17.1	-24.6	38.8	70	4	Exceeded Target
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	13.6	13.9	0.3	12.2	216	1	No Change

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	236	234	99	Yes	1	238	237	100	Yes	1	78	78	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	99	97	99	98	28	28	226	223	99	Yes	1
English Learners and Former English Learners	25	24	25	25	7	7	57	56	98	Yes	1
Low Income	57	55	57	56	17	17	131	128	98	Yes	1
Students with Disabilities	44	43	44	43	12	12	100	98	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	45	45	46	46	16	16	107	107	100	Yes	1
Black or African American	14	14	14	14	2	2	30	-	-	-	-
Hispanic or Latino	14	13	14	14	7	7	35	-	-	-	-
Multi-Race, Not Hispanic or Latino	11	11	11	11	6	6	28	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	151	150	152	151	47	47	350	348	99	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