Massachusetts School and District Profiles

Squantum

Districts
Schools

2025

2025 Official Accountability Report - Squantum

Organization Information

DISTRICT NAME
Quincy (02430000)

TITLE I STATUS
Non-Title I School

SCHOOL
Squantum (02430095)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
35% - Moderate progress toward targets	57

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	40%	33%
Weight	40%	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		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	-	0	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	4	12	60.0	2	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	3	8	20.0	3	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	1	4	10.0
Weighted total		3.6	9.6	-	2.1	7.6	-
Percentage of possible points		38%		-	28%		-
2025 Annual criterion-referenced target percentage		33%

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	3	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	20.0	3	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		3.3	9.6	-	3.4	7.6	-
Percentage of possible points		34%		-	45%		-
2024 Annual criterion-referenced target percentage		40%

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	52%	34%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	41%
	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	4	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		3.5	10.3	-
Percentage of possible points		34%		-
2025 Annual criterion-referenced target percentage		34%

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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	1	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	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		5.4	10.3	-
Percentage of possible points		52%		-
2024 Annual criterion-referenced target percentage		52%

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	503.3	498.1	-5.2	506.5	168	0	Recovery Path: Declined
Lowest Performing	480.6	479.9	-0.7	485.1	24	0	Recovery Path: Declined
High Needs	495.5	491.3	-4.2	499.2	100	0	Recovery Path: Declined
English Learners and Former English Learners	494.3	491.3	-3.0	499.0	30	0	Recovery Path: Declined
Low Income	498.9	491.5	-7.4	503.1	64	0	Recovery Path: Declined
Students with Disabilities	483.2	482.9	-0.3	486.8	49	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	501.1	497.6	-3.5	503.9	36	0	Recovery Path: Declined
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.7	500.7	-5.0	508.2	99	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	498.9	498.1	-0.8	500.7	169	0	Recovery Path: Declined
Lowest Performing	470.8	474.1	3.3	475.7	24	2	Recovery Path: Improved Below Target
High Needs	493.6	492.9	-0.7	496.1	101	0	Recovery Path: Declined
English Learners and Former English Learners	498.5	495.8	-2.7	501.2	30	0	Recovery Path: Declined
Low Income	497.0	494.4	-2.6	499.8	64	0	Recovery Path: Declined
Students with Disabilities	480.8	485.2	4.4	483.3	50	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	504.3	503.1	-1.2	506.4	36	0	Recovery Path: Declined
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.5	500.0	1.5	500.6	100	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	493.7	500.8	7.1	495.9	64	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	14	-	-
High Needs	485.1	499.2	14.1	488.5	40	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	488.7	502.5	13.8	492.1	21	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	20	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.6	502.2	7.6	497.0	39	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	32.4	103	1	Low Growth
Lowest Performing	39.6	24	1	Low Growth
High Needs	35.0	62	1	Low Growth
English Learners and Former English Learners	38.2	20	1	Low Growth
Low Income	31.0	39	1	Low Growth
Students with Disabilities	33.9	28	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	40.5	24	2	Typical Growth - Low
Black or African American	-	6	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	30.2	61	1	Low Growth

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	45.3	103	2	Typical Growth - Low
Lowest Performing	44.5	24	2	Typical Growth - Low
High Needs	46.0	62	2	Typical Growth - Low
English Learners and Former English Learners	37.6	20	1	Low Growth
Low Income	47.0	38	2	Typical Growth - Low
Students with Disabilities	46.4	29	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	56.5	24	3	Typical Growth - High
Black or African American	-	5	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.7	62	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	71.1	75.8	4.7	76.5	33	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	71.1	75.8	4.7	76.5	33	3	Met 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	11.2	9.7	-1.5	9.9	298	3	Met Target
Lowest Performing	12.0	12.5	0.5	8.5	24	1	No Change
High Needs	13.1	13.1	0.0	10.5	176	1	No Change
English Learners and Former English Learners	9.5	11.5	2.0	6.5	61	0	Declined
Low Income	14.9	15.5	0.6	11.2	110	0	Declined
Students with Disabilities	14.9	12.8	-2.1	11.6	86	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	4.6	5.1	0.5	1.7	78	4	Exceeded Target
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.0	6.8	-3.2	8.6	162	4	Exceeded Target

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	170	169	99	Yes	1	170	170	100	Yes	1	65	64	98	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	102	101	102	102	40	40	244	243	100	Yes	1
English Learners and Former English Learners	31	31	31	31	10	10	72	72	100	Yes	1
Low Income	65	65	65	65	21	21	151	151	100	Yes	1
Students with Disabilities	50	49	50	50	20	20	120	119	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	37	37	37	37	20	20	94	94	100	Yes	1
Black or African American	12	12	12	12	2	2	26	-	-	-	-
Hispanic or Latino	13	13	13	13	2	2	28	-	-	-	-
Multi-Race, Not Hispanic or Latino	8	8	8	8	1	1	17	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	100	99	100	100	40	39	240	238	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