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Fannie E Proctor
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2025 Official Accountability Report - Fannie E Proctor
Organization Information
DISTRICT NAME
Northborough (02130000)		TITLE I STATUS
Title I School
SCHOOL
Fannie E Proctor (02130015)		GRADES SERVED
K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
School of Recognition
Progress toward improvement targetsAccountability percentile
67% - Substantial progress toward targets73

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage35%88%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		67%
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 achievement44-44-
Mathematics achievement44-34-
Science achievement44----
Achievement total121267.57867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-34-
Growth total7822.56822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total9.710.3-6.27.6-
Percentage of possible points 94%-82%-
2025 Annual criterion-referenced target percentage88%

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 achievement04-04-
Mathematics achievement24-24-
Science achievement14----
Achievement total31267.52867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5822.54822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total3.610.3-2.77.6-
Percentage of possible points 35%-36%-
2024 Annual criterion-referenced target percentage35%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
65

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage15%54%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		38%
Moderate 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 achievement24-
Mathematics achievement24-
Science achievement---
Achievement total4867.5
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 total4.17.6-
Percentage of possible points 54%-
2025 Annual criterion-referenced target percentage54%

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 achievement04-
Science achievement---
Achievement total0867.5
GrowthEnglish language arts growth14-
Mathematics growth24-
Growth total3822.5
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 total1.17.6-
Percentage of possible points 15%-
2024 Annual criterion-referenced target percentage15%

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 497.1 501.7 4.6 500.1 1314Recovery Path: Exceeded Target
Lowest Performing 471.0 479.1 8.1 478.4 214Recovery Path: Exceeded Target
High Needs 483.8 485.3 1.5 487.2 482Recovery Path: Improved Below Target
English Learners and Former English Learners---- 13--
Low Income 484.3 487.2 2.9 487.0 233Recovery Path: Met Target
Students with Disabilities 472.7 477.9 5.2 476.8 294Recovery Path: Exceeded Target
American Indian or Alaska Native---- 1--
Asian 504.9 509.6 4.7 507.5 244Path Forward: Exceeded Target
Black or African American---- 6--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 496.5 502.3 5.8 500.2 804Recovery Path: 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 501.5 506.8 5.3 504.3 1324Recovery Path: Exceeded Target
Lowest Performing 472.8 480.3 7.5 479.9 213Recovery Path: Met Target
High Needs 488.4 489.7 1.3 491.3 492Recovery Path: Improved Below Target
English Learners and Former English Learners---- 13--
Low Income 489.3 487.7 -1.6 491.2 230Recovery Path: Declined
Students with Disabilities 479.3 484.1 4.8 482.2 304Recovery Path: Exceeded Target
American Indian or Alaska Native---- 1--
Asian 515.7 518.0 2.3 519.4 244Path Forward: Exceeded Target
Black or African American---- 6--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 500.4 507.8 7.4 503.6 804Recovery Path: 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 497.5 505.1 7.6 499.6 564Recovery Path: Exceeded Target
Lowest Performing---- 10--
High Needs---- 21--
English Learners and Former English Learners---- 6--
Low Income---- 13--
Students with Disabilities---- 10--
American Indian or Alaska Native---- 1--
Asian---- 14--
Black or African American---- 2--
Hispanic or Latino---- 8--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 491.8 506.3 14.5 494.8 304Path Forward: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 58.6 923Typical Growth - High
Lowest Performing 53.9 213Typical Growth - High
High Needs 52.7 313Typical Growth - High
English Learners and Former English Learners- 6--
Low Income- 15--
Students with Disabilities- 19--
American Indian or Alaska Native- 1--
Asian- 18--
Black or African American- 3--
Hispanic or Latino- 7--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 55.6 603Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 60.2 944Exceeded Typical Growth
Lowest Performing 56.1 213Typical Growth - High
High Needs 56.6 333Typical Growth - High
English Learners and Former English Learners- 7--
Low Income- 15--
Students with Disabilities 52.3 203Typical Growth - High
American Indian or Alaska Native- 1--
Asian- 19--
Black or African American- 3--
Hispanic or Latino- 8--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 61.4 604Exceeded Typical 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 9.0 11.0 2.0 7.7 2180Declined
Lowest Performing 9.1 9.5 0.4 5.6 211No Change
High Needs 12.6 16.1 3.5 10.0 930Declined
English Learners and Former English Learners---- 26--
Low Income 17.5 21.2 3.7 13.8 520Declined
Students with Disabilities 6.3 14.9 8.6 3.0 470Declined
American Indian or Alaska Native---- 1--
Asian 2.6 13.9 11.3 1.0 360Declined
Black or African American---- 12--
Hispanic or Latino---- 29--
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander-------
White 6.8 6.2 -0.6 5.4 1293Met 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 140 13999Yes 1 141 141100Yes 1 60 5998Yes 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 57 56 58 58 24 24 139 13899Yes1
English Learners and Former English Learners 16 16 17 17 7 7 40----
Low Income 31 31 31 31 16 16 78 78100Yes1
Students with Disabilities 30 29 30 30 10 10 70 6999Yes1
American Indian or Alaska Native 1 1 1 1 1 1 3----
Asian 24 24 25 25 14 14 63 63100Yes1
Black or African American 7 7 7 7 2 2 16----
Hispanic or Latino 17 16 17 17 9 9 43----
Multi-Race, Not Hispanic or Latino 8 8 8 8 3 2 19----
Native Hawaiian or Other Pacific Islander-----------
White 83 83 83 83 31 31 197 197100Yes1


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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