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Walter S Parker Middle
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2025 Official Accountability Report - Walter S Parker Middle
Organization Information
DISTRICT NAME
Reading (02460000)		TITLE I STATUS
Title I School
SCHOOL
Walter S Parker Middle (02460310)		GRADES SERVED
06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage87%34%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		55%
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 achievement34-24-
Mathematics achievement04-04-
Science achievement04----
Achievement total31267.52867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5822.54822.5
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 absenteeism34-24-
Advanced coursework completion------
Additional indicators total3410.02410.0
Weighted total3.510.3-2.57.6-
Percentage of possible points 34%-33%-
2025 Annual criterion-referenced target percentage34%

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 achievement44-34-
Mathematics achievement44-44-
Science achievement34----
Achievement total111267.57867.5
GrowthEnglish language arts growth34-24-
Mathematics growth44-44-
Growth total7822.56822.5
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 absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total9.410.3-6.37.6-
Percentage of possible points 91%-83%-
2024 Annual criterion-referenced target percentage87%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
53

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage67%28%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		44%
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 achievement34-
Mathematics achievement04-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total2.910.3-
Percentage of possible points 28%-
2025 Annual criterion-referenced target percentage28%

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 achievement44-
Science achievement24-
Achievement total81267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.910.3-
Percentage of possible points 67%-
2024 Annual criterion-referenced target percentage67%

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 505.4 507.7 2.3 507.9 4613Recovery Path: Met Target
Lowest Performing 472.8 476.5 3.7 477.8 682Recovery Path: Improved Below Target
High Needs 484.5 487.1 2.6 487.0 1313Recovery Path: Met Target
English Learners and Former English Learners---- 19--
Low Income 487.5 492.8 5.3 490.1 684Recovery Path: Exceeded Target
Students with Disabilities 478.3 481.1 2.8 480.6 873Recovery Path: Met Target
American Indian or Alaska Native---- 1--
Asian 516.6 517.5 0.9 519.2 254Path Forward: Exceeded Target
Black or African American---- 23--
Hispanic or Latino---- 25--
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 506.8 509.4 2.6 509.4 3734Recovery 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 506.3 504.3 -2.0 508.4 4630Path Forward: Declined
Lowest Performing 481.4 478.1 -3.3 486.5 680Path Forward: Declined
High Needs 489.8 486.3 -3.5 492.4 1340Path Forward: Declined
English Learners and Former English Learners---- 20--
Low Income 492.8 489.5 -3.3 495.2 700Path Forward: Declined
Students with Disabilities 485.8 481.4 -4.4 489.1 890Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian 521.8 520.1 -1.7 525.5 264Path Forward: Exceeded Target
Black or African American---- 23--
Hispanic or Latino---- 25--
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 507.0 505.2 -1.8 509.1 3740Path 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 504.2 503.0 -1.2 506.9 1260Path Forward: Declined
Lowest Performing---- 35--
High Needs 490.3 486.4 -3.9 493.7 400Path Forward: Declined
English Learners and Former English Learners---- 6--
Low Income 491.5 491.0 -0.5 494.9 231Path Forward: No Change
Students with Disabilities 485.1 477.6 -7.5 489.6 250Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 6--
Black or African American---- 10--
Hispanic or Latino---- 3--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 504.2 505.7 1.5 507.2 983Path Forward: Met Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 50.1 4533Typical Growth - High
Lowest Performing 48.6 682Typical Growth - Low
High Needs 48.9 1272Typical Growth - Low
English Learners and Former English Learners- 19--
Low Income 50.9 643Typical Growth - High
Students with Disabilities 48.3 862Typical Growth - Low
American Indian or Alaska Native- 1--
Asian 54.0 253Typical Growth - High
Black or African American- 20--
Hispanic or Latino- 25--
Multi-Race, Not Hispanic or Latino- 13--
Native Hawaiian or Other Pacific Islander----
White 50.5 3693Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 48.4 4552Typical Growth - Low
Lowest Performing 47.3 682Typical Growth - Low
High Needs 46.0 1292Typical Growth - Low
English Learners and Former English Learners- 19--
Low Income 47.1 662Typical Growth - Low
Students with Disabilities 44.2 882Typical Growth - Low
American Indian or Alaska Native- 1--
Asian 59.0 253Typical Growth - High
Black or African American- 20--
Hispanic or Latino- 25--
Multi-Race, Not Hispanic or Latino- 14--
Native Hawaiian or Other Pacific Islander----
White 47.9 3702Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students-------
Lowest Performing-------
High Needs-------
English Learners and Former English Learners-------
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 7.2 8.1 0.9 5.9 4703Met Target
Lowest Performing 14.3 13.2 -1.1 10.8 682Improved Below Target
High Needs 14.2 16.5 2.3 11.6 1390Declined
English Learners and Former English Learners---- 24--
Low Income 19.0 19.7 0.7 15.3 710Declined
Students with Disabilities 13.9 16.7 2.8 10.6 900Declined
American Indian or Alaska Native---- 1--
Asian 0.0 7.1 7.1 1.0 283Met Target
Black or African American---- 26--
Hispanic or Latino---- 25--
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 5.7 7.2 1.5 4.3 3763Met 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 468 46599Yes 1 468 467100Yes 1 128 12799Yes 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 137 134 137 137 41 41 315 31299Yes1
English Learners and Former English Learners 22 21 22 22 6 6 50 4998Yes1
Low Income 70 68 70 70 23 23 163 16199Yes1
Students with Disabilities 90 88 90 90 26 26 206 20499Yes1
American Indian or Alaska Native 1 1 1 1 1 1 3----
Asian 26 25 26 26 6 6 58 5798Yes1
Black or African American 25 25 25 25 10 10 60 60100Yes1
Hispanic or Latino 26 26 26 26 4 4 56 56100Yes1
Multi-Race, Not Hispanic or Latino 14 14 14 14 8 8 36----
Native Hawaiian or Other Pacific Islander-----------
White 376 374 376 375 99 98 851 847100Yes1


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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