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Hedge
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2025
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2025 Official Accountability Report - Hedge
Organization Information
DISTRICT NAME
Plymouth (02390000)		TITLE I STATUS
Title I School
SCHOOL
Hedge (02390010)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage37%66%
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 achievement34-44-
Mathematics achievement24-34-
Science achievement04----
Achievement total51260.07867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-34-
Growth total5820.06822.5
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 total4410.0---
Additional indicatorsChronic absenteeism44-14-
Advanced coursework completion------
Additional indicators total4410.01410.0
Weighted total4.89.6-6.27.6-
Percentage of possible points 50%-82%-
2025 Annual criterion-referenced target percentage66%

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----
Mathematics achievement24----
Science achievement04----
Achievement total41260.0---
GrowthEnglish language arts growth24----
Mathematics growth24----
Growth total4820.0---
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 absenteeism34----
Advanced coursework completion------
Additional indicators total3410.0---
Weighted total3.59.6----
Percentage of possible points 37%---
2024 Annual criterion-referenced target percentage37%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
56

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage52%32%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		40%
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 achievement14-
Science achievement04-
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%-
2025 Annual criterion-referenced target percentage32%

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 achievement34-
Mathematics achievement24-
Science achievement14-
Achievement total61267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total5.310.3-
Percentage of possible points 52%-
2024 Annual criterion-referenced target percentage52%

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 490.3 492.8 2.5 492.8 853Recovery Path: Met Target
Lowest Performing 468.0 475.9 7.9 473.1 204Path Forward: Exceeded Target
High Needs 487.5 488.4 0.9 490.3 712Recovery Path: Improved Below Target
English Learners and Former English Learners 480.0 482.4 2.4 482.5 333Path Forward: Met Target
Low Income 489.2 489.2 0.0 492.1 621Recovery Path: No Change
Students with Disabilities 470.5 479.4 8.9 473.8 214Path Forward: Exceeded Target
American Indian or Alaska Native-------
Asian-------
Black or African American---- 3--
Hispanic or Latino 483.3 484.7 1.4 485.8 382Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 493.9 499.5 5.6 496.5 384Recovery 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 491.6 492.1 0.5 494.1 852Recovery Path: Improved Below Target
Lowest Performing 473.8 479.3 5.5 478.9 203Recovery Path: Met Target
High Needs 488.2 488.0 -0.2 490.1 711Recovery Path: No Change
English Learners and Former English Learners 484.2 485.1 0.9 487.7 332Path Forward: Improved Below Target
Low Income 489.3 487.9 -1.4 491.3 620Recovery Path: Declined
Students with Disabilities 476.8 483.6 6.8 480.2 214Path Forward: Exceeded Target
American Indian or Alaska Native-------
Asian-------
Black or African American---- 3--
Hispanic or Latino 485.9 487.3 1.4 488.5 382Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 494.5 497.7 3.2 496.4 384Recovery 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 489.0 487.7 -1.3 491.2 300Recovery Path: Declined
Lowest Performing---- 13--
High Needs 488.0 484.7 -3.3 491.8 260Path Forward: Declined
English Learners and Former English Learners---- 15--
Low Income---- 19--
Students with Disabilities---- 9--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 17--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White---- 10--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 50.1 483Typical Growth - High
Lowest Performing 53.4 203Typical Growth - High
High Needs 49.7 432Typical Growth - Low
English Learners and Former English Learners 58.0 203Typical Growth - High
Low Income 48.6 372Typical Growth - Low
Students with Disabilities- 14--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino 54.9 223Typical Growth - High
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 46.6 222Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 47.8 512Typical Growth - Low
Lowest Performing 54.4 203Typical Growth - High
High Needs 48.8 462Typical Growth - Low
English Learners and Former English Learners 57.2 233Typical Growth - High
Low Income 46.6 392Typical Growth - Low
Students with Disabilities- 14--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino 53.7 253Typical Growth - High
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 43.1 222Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 48.9 58.7 9.8 54.3 464Exceeded Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 48.9 58.7 9.8 54.3 464Exceeded Target
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 17.7 13.2 -4.5 16.2 1744Exceeded Target
Lowest Performing 14.3 14.3 0.0 9.7 211No Change
High Needs 19.6 14.6 -5.0 17.2 1444Exceeded Target
English Learners and Former English Learners 22.4 17.5 -4.9 18.9 634Exceeded Target
Low Income 20.6 14.0 -6.6 17.4 1294Exceeded Target
Students with Disabilities 16.1 6.3 -9.8 12.5 324Exceeded Target
American Indian or Alaska Native-------
Asian-------
Black or African American---- 8--
Hispanic or Latino 21.3 16.4 -4.9 17.1 734Exceeded Target
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 12.5 11.3 -1.2 10.7 802Improved Below 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 90 90100Yes 1 90 90100Yes 1 32 32100Yes 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 76 76 76 76 28 28 180 180100Yes1
English Learners and Former English Learners 36 36 36 36 15 15 87 87100Yes1
Low Income 65 65 65 65 21 21 151 151100Yes1
Students with Disabilities 21 21 21 21 9 9 51 51100Yes1
American Indian or Alaska Native-----------
Asian-----------
Black or African American 3 3 3 3 1 1 7----
Hispanic or Latino 41 41 41 41 17 17 99 99100Yes1
Multi-Race, Not Hispanic or Latino 7 7 7 7 3 3 17----
Native Hawaiian or Other Pacific Islander-----------
White 39 39 39 39 11 11 89 89100Yes1


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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