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Charles A Bernazzani Elementary
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2025 Official Accountability Report - Charles A Bernazzani Elementary
Organization Information
DISTRICT NAME
Quincy (02430000)		TITLE I STATUS
Non-Title I School
SCHOOL
Charles A Bernazzani Elementary (02430025)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
34% - Moderate progress toward targets60

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage53%21%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		34%
Moderate 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 achievement04-04-
Mathematics achievement04-24-
Science achievement04----
Achievement total01260.02867.5
GrowthEnglish language arts growth14-04-
Mathematics growth34-24-
Growth total4820.02822.5
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 absenteeism24-44-
Advanced coursework completion------
Additional indicators total2410.04410.0
Weighted total1.39.6-2.27.6-
Percentage of possible points 14%-29%-
2025 Annual criterion-referenced target percentage21%

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 achievement04-24-
Science achievement44----
Achievement total61260.04867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-14-
Growth total4820.04822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total5.29.6-4.07.6-
Percentage of possible points 54%-53%-
2024 Annual criterion-referenced target percentage53%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
71

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage52%11%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		27%
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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth14-
Mathematics growth34-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total1.110.3-
Percentage of possible points 11%-
2025 Annual criterion-referenced target percentage11%

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 achievement24-
Mathematics achievement04-
Science achievement44-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total5.410.3-
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 500.4 495.2 -5.2 503.1 1600Recovery Path: Declined
Lowest Performing 477.9 473.0 -4.9 482.6 270Recovery Path: Declined
High Needs 492.2 487.8 -4.4 494.8 790Recovery Path: Declined
English Learners and Former English Learners 487.8 484.2 -3.6 490.8 260Recovery Path: Declined
Low Income 495.1 489.9 -5.2 498.1 490Recovery Path: Declined
Students with Disabilities 482.7 478.1 -4.6 485.4 310Recovery Path: Declined
American Indian or Alaska Native-------
Asian 497.0 496.2 -0.8 499.8 430Recovery Path: Declined
Black or African American---- 5--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 503.1 496.0 -7.1 505.5 920Recovery 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 499.6 497.1 -2.5 501.1 1600Path Forward: Declined
Lowest Performing 473.7 474.1 0.4 478.1 272Recovery Path: Improved Below Target
High Needs 493.9 491.3 -2.6 496.4 790Path Forward: Declined
English Learners and Former English Learners 493.1 497.2 4.1 496.1 264Path Forward: Exceeded Target
Low Income 497.8 493.9 -3.9 500.2 490Path Forward: Declined
Students with Disabilities 479.5 477.4 -2.1 482.7 310Path Forward: Declined
American Indian or Alaska Native-------
Asian 504.8 505.6 0.8 507.8 433Path Forward: Met Target
Black or African American---- 5--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 498.6 494.2 -4.4 500.3 920Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 507.9 497.3 -10.6 510.1 550Path Forward: Declined
Lowest Performing---- 15--
High Needs 500.4 489.8 -10.6 503.9 280Path Forward: Declined
English Learners and Former English Learners---- 13--
Low Income---- 22--
Students with Disabilities---- 9--
American Indian or Alaska Native-------
Asian---- 19--
Black or African American---- 1--
Hispanic or Latino---- 2--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 512.5 497.2 -15.3 514.7 260Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 36.7 1081Low Growth
Lowest Performing 29.0 270Very Low Growth
High Needs 35.8 551Low Growth
English Learners and Former English Learners 35.3 211Low Growth
Low Income 39.1 381Low Growth
Students with Disabilities 28.2 210Very Low Growth
American Indian or Alaska Native----
Asian 45.0 342Typical Growth - Low
Black or African American- 4--
Hispanic or Latino- 7--
Multi-Race, Not Hispanic or Latino- 7--
Native Hawaiian or Other Pacific Islander----
White 34.4 561Low Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 51.3 1083Typical Growth - High
Lowest Performing 42.7 272Typical Growth - Low
High Needs 51.0 553Typical Growth - High
English Learners and Former English Learners 62.1 214Exceeded Typical Growth
Low Income 53.3 383Typical Growth - High
Students with Disabilities 35.5 211Low Growth
American Indian or Alaska Native----
Asian 58.1 343Typical Growth - High
Black or African American- 4--
Hispanic or Latino- 7--
Multi-Race, Not Hispanic or Latino- 7--
Native Hawaiian or Other Pacific Islander----
White 49.3 562Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 61.8 67.6 5.8 65.8 373Met Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 61.8 67.6 5.8 65.8 373Met 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 8.2 7.7 -0.5 7.1 2872Improved Below Target
Lowest Performing 18.5 3.7 -14.8 15.2 274Exceeded Target
High Needs 12.2 11.8 -0.4 10.1 1442Improved Below Target
English Learners and Former English Learners 9.4 7.1 -2.3 6.4 562Improved Below Target
Low Income 14.4 15.1 0.7 10.1 930Declined
Students with Disabilities 6.8 8.5 1.7 4.3 470Declined
American Indian or Alaska Native-------
Asian 1.4 0.0 -1.4 1.0 734Exceeded Target
Black or African American---- 11--
Hispanic or Latino---- 15--
Multi-Race, Not Hispanic or Latino---- 25--
Native Hawaiian or Other Pacific Islander-------
White 10.6 9.2 -1.4 9.4 1633Met 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 168 168100Yes 1 169 169100Yes 1 57 57100Yes 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 86 86 87 87 30 30 203 203100Yes1
English Learners and Former English Learners 32 32 33 33 15 15 80 80100Yes1
Low Income 55 55 56 56 23 23 134 134100Yes1
Students with Disabilities 31 31 31 31 9 9 71 71100Yes1
American Indian or Alaska Native-----------
Asian 47 47 47 47 20 20 114 114100Yes1
Black or African American 6 6 6 6 1 1 13----
Hispanic or Latino 10 10 10 10 2 2 22----
Multi-Race, Not Hispanic or Latino 12 12 12 12 7 7 31----
Native Hawaiian or Other Pacific Islander-----------
White 93 93 94 94 27 27 214 214100Yes1


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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