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Squantum
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2025
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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 classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
35% - Moderate progress toward targets57

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage40%33%
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 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 achievement44----
Achievement total41260.02867.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-24-
Growth total3820.03822.5
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 absenteeism34-14-
Advanced coursework completion------
Additional indicators total3410.01410.0
Weighted total3.69.6-2.17.6-
Percentage of possible points 38%-28%-
2025 Annual criterion-referenced target percentage33%

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 achievement34-24-
Mathematics achievement04-24-
Science achievement04----
Achievement total31260.04867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4820.03822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total3.39.6-3.47.6-
Percentage of possible points 34%-45%-
2024 Annual criterion-referenced target percentage40%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
68

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage52%34%
Weight40%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)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement44-
Achievement total41267.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total3.510.3-
Percentage of possible points 34%-
2025 Annual criterion-referenced target percentage34%

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 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 503.3 498.1 -5.2 506.5 1680Recovery Path: Declined
Lowest Performing 480.6 479.9 -0.7 485.1 240Recovery Path: Declined
High Needs 495.5 491.3 -4.2 499.2 1000Recovery Path: Declined
English Learners and Former English Learners 494.3 491.3 -3.0 499.0 300Recovery Path: Declined
Low Income 498.9 491.5 -7.4 503.1 640Recovery Path: Declined
Students with Disabilities 483.2 482.9 -0.3 486.8 491Recovery Path: No Change
American Indian or Alaska Native-------
Asian 501.1 497.6 -3.5 503.9 360Recovery 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 990Recovery 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 1690Recovery Path: Declined
Lowest Performing 470.8 474.1 3.3 475.7 242Recovery Path: Improved Below Target
High Needs 493.6 492.9 -0.7 496.1 1010Recovery Path: Declined
English Learners and Former English Learners 498.5 495.8 -2.7 501.2 300Recovery Path: Declined
Low Income 497.0 494.4 -2.6 499.8 640Recovery Path: Declined
Students with Disabilities 480.8 485.2 4.4 483.3 504Recovery Path: Exceeded Target
American Indian or Alaska Native-------
Asian 504.3 503.1 -1.2 506.4 360Recovery 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 1002Path 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 644Recovery Path: Exceeded Target
Lowest Performing---- 14--
High Needs 485.1 499.2 14.1 488.5 404Path Forward: Exceeded Target
English Learners and Former English Learners---- 10--
Low Income 488.7 502.5 13.8 492.1 214Path 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 394Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 32.4 1031Low Growth
Lowest Performing 39.6 241Low Growth
High Needs 35.0 621Low Growth
English Learners and Former English Learners 38.2 201Low Growth
Low Income 31.0 391Low Growth
Students with Disabilities 33.9 281Low Growth
American Indian or Alaska Native----
Asian 40.5 242Typical 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 611Low Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 45.3 1032Typical Growth - Low
Lowest Performing 44.5 242Typical Growth - Low
High Needs 46.0 622Typical Growth - Low
English Learners and Former English Learners 37.6 201Low Growth
Low Income 47.0 382Typical Growth - Low
Students with Disabilities 46.4 292Typical Growth - Low
American Indian or Alaska Native----
Asian 56.5 243Typical 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 622Typical 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 333Met Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 71.1 75.8 4.7 76.5 333Met 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 2983Met Target
Lowest Performing 12.0 12.5 0.5 8.5 241No Change
High Needs 13.1 13.1 0.0 10.5 1761No Change
English Learners and Former English Learners 9.5 11.5 2.0 6.5 610Declined
Low Income 14.9 15.5 0.6 11.2 1100Declined
Students with Disabilities 14.9 12.8 -2.1 11.6 862Improved Below Target
American Indian or Alaska Native-------
Asian 4.6 5.1 0.5 1.7 784Exceeded 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 1624Exceeded 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 170 16999Yes 1 170 170100Yes 1 65 6498Yes 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 102 101 102 102 40 40 244 243100Yes1
English Learners and Former English Learners 31 31 31 31 10 10 72 72100Yes1
Low Income 65 65 65 65 21 21 151 151100Yes1
Students with Disabilities 50 49 50 50 20 20 120 11999Yes1
American Indian or Alaska Native-----------
Asian 37 37 37 37 20 20 94 94100Yes1
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 23899Yes1


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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