Massachusetts School and District Profiles

Balch
Districts Schools
Select an Org
View Previous Year
2025
print page

2025 Official Accountability Report - Balch
Organization Information
DISTRICT NAME
Norwood (02200000)		TITLE I STATUS
Title I School
SCHOOL
Balch (02200005)		GRADES SERVED
01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage52%55%
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 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 achievement04-44-
Science achievement24----
Achievement total41260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5820.05822.5
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 total0410.0---
Additional indicatorsChronic absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total3.49.6-5.67.6-
Percentage of possible points 35%-74%-
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 achievement04-24-
Mathematics achievement04-44-
Science achievement24----
Achievement total21260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5820.05822.5
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 total3410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total2.99.6-5.67.6-
Percentage of possible points 30%-74%-
2024 Annual criterion-referenced target percentage52%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
26

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage32%37%
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 High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement04-
Science achievement24-
Achievement total41267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 total3.810.3-
Percentage of possible points 37%-
2025 Annual criterion-referenced target percentage37%

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 achievement14-
Mathematics achievement04-
Science achievement24-
Achievement total31267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total3.310.3-
Percentage of possible points 32%-
2024 Annual criterion-referenced target percentage32%

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 485.6 487.3 1.7 488.1 1602Recovery Path: Improved Below Target
Lowest Performing 462.6 463.7 1.1 467.7 222Path Forward: Improved Below Target
High Needs 482.0 482.5 0.5 485.0 1222Recovery Path: Improved Below Target
English Learners and Former English Learners 479.5 482.5 3.0 482.5 733Recovery Path: Met Target
Low Income 480.0 481.3 1.3 482.6 1002Recovery Path: Improved Below Target
Students with Disabilities 474.5 469.8 -4.7 476.9 440Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 10--
Black or African American 483.1 481.4 -1.7 486.4 240Path Forward: Declined
Hispanic or Latino 479.9 482.1 2.2 483.5 602Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander---- 1--
White 493.0 493.9 0.9 496.2 632Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 486.3 485.1 -1.2 488.8 1630Recovery Path: Declined
Lowest Performing 457.9 467.1 9.2 463.1 224Recovery Path: Exceeded Target
High Needs 482.3 480.8 -1.5 484.3 1250Recovery Path: Declined
English Learners and Former English Learners 481.2 482.1 0.9 483.5 752Recovery Path: Improved Below Target
Low Income 480.1 478.4 -1.7 482.3 1030Recovery Path: Declined
Students with Disabilities 472.1 471.8 -0.3 474.4 441Recovery Path: No Change
American Indian or Alaska Native-------
Asian---- 10--
Black or African American 483.0 478.9 -4.1 486.3 240Path Forward: Declined
Hispanic or Latino 479.1 478.4 -0.7 482.6 630Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander---- 1--
White 495.7 492.9 -2.8 497.8 630Recovery 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 486.4 487.1 0.7 488.5 502Recovery Path: Improved Below Target
Lowest Performing---- 10--
High Needs 481.7 482.1 0.4 485.5 412Path Forward: Improved Below Target
English Learners and Former English Learners 479.5 480.4 0.9 483.6 232Path Forward: Improved Below Target
Low Income 479.7 482.4 2.7 483.7 332Path Forward: Improved Below Target
Students with Disabilities---- 16--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 12--
Hispanic or Latino 479.4 484.0 4.6 483.0 204Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White---- 17--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 48.6 972Typical Growth - Low
Lowest Performing 41.9 222Typical Growth - Low
High Needs 47.2 802Typical Growth - Low
English Learners and Former English Learners 52.4 423Typical Growth - High
Low Income 47.3 652Typical Growth - Low
Students with Disabilities 35.6 321Low Growth
American Indian or Alaska Native----
Asian- 2--
Black or African American- 19--
Hispanic or Latino 52.9 403Typical Growth - High
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 42.5 352Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 50.8 993Typical Growth - High
Lowest Performing 54.0 223Typical Growth - High
High Needs 50.4 823Typical Growth - High
English Learners and Former English Learners 55.8 433Typical Growth - High
Low Income 49.4 672Typical Growth - Low
Students with Disabilities 50.7 323Typical Growth - High
American Indian or Alaska Native----
Asian- 2--
Black or African American- 19--
Hispanic or Latino 53.2 423Typical Growth - High
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 45.2 352Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 53.6 41.8 -11.8 57.6 1100Declined
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 53.6 41.8 -11.8 57.6 1100Declined
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 22.5 24.3 1.8 21.0 3090Declined
Lowest Performing 43.5 31.8 -11.7 38.9 224Exceeded Target
High Needs 25.6 28.2 2.6 23.2 2410Declined
English Learners and Former English Learners 25.7 28.1 2.4 22.2 1600Declined
Low Income 28.6 31.8 3.2 25.4 1950Declined
Students with Disabilities 21.2 29.6 8.4 17.6 710Declined
American Indian or Alaska Native---- 2--
Asian---- 20--
Black or African American 23.4 27.3 3.9 19.8 330Declined
Hispanic or Latino 34.6 31.8 -2.8 30.4 1292Improved Below Target
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander---- 4--
White 12.0 18.1 6.1 10.2 1160Declined

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 174 17198Yes 1 174 174100Yes 1 51 51100Yes 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 135 132 135 135 42 42 312 30999Yes1
English Learners and Former English Learners 82 80 82 82 24 24 188 18699Yes1
Low Income 112 109 112 112 34 34 258 25599Yes1
Students with Disabilities 45 45 45 45 16 16 106 106100Yes1
American Indian or Alaska Native-----------
Asian 10 10 10 10 1 1 21----
Black or African American 26 26 26 26 12 12 64 64100Yes1
Hispanic or Latino 71 68 71 71 21 21 163 16098Yes1
Multi-Race, Not Hispanic or Latino 2 2 2 2 0 0 4----
Native Hawaiian or Other Pacific Islander 1 1 1 1 0 0 2----
White 64 64 64 64 17 17 145 145100Yes1


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.


Resources
Interpretive Materials Interpretive Materials
Accountability Terms Glossary of Accountability Terms

School and District Profiles