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Carlton
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2025 Official Accountability Report - Carlton
Organization Information
DISTRICT NAME
Salem (02580000)		TITLE I STATUS
Title I School
SCHOOL
Carlton (02580015)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Limited or no progress toward targets
Progress toward improvement targetsAccountability percentile
24% - Limited or no progress toward targets36

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage40%13%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		24%
Limited or no 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----
Mathematics achievement04----
Science achievement04----
Achievement total01267.5---
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 total1.310.3----
Percentage of possible points 13%---
2025 Annual criterion-referenced target percentage13%

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 achievement04----
Mathematics achievement04----
Science achievement44----
Achievement total41267.5---
GrowthEnglish language arts growth34----
Mathematics growth24----
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 absenteeism34----
Advanced coursework completion------
Additional indicators total3410.0---
Weighted total4.110.3----
Percentage of possible points 40%---
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
41

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage37%48%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		43%
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 achievement24-
Science achievement04-
Achievement total51267.5
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 total4.910.3-
Percentage of possible points 48%-
2025 Annual criterion-referenced target percentage48%

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 achievement04-
Mathematics achievement24-
Science achievement24-
Achievement total41267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total3.810.3-
Percentage of possible points 37%-
2024 Annual criterion-referenced target percentage37%

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 494.8 492.7 -2.1 497.4 1280Recovery Path: Declined
Lowest Performing---- 18--
High Needs 484.4 486.3 1.9 486.8 903Recovery Path: Met Target
English Learners and Former English Learners---- 23--
Low Income 484.0 483.2 -0.8 487.2 680Recovery Path: Declined
Students with Disabilities 476.0 480.9 4.9 479.0 594Recovery Path: Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 1--
Black or African American---- 7--
Hispanic or Latino 478.6 482.8 4.2 482.4 403Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 504.4 499.7 -4.7 507.1 750Recovery 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 488.8 487.2 -1.6 490.9 1280Recovery Path: Declined
Lowest Performing---- 18--
High Needs 480.1 481.8 1.7 482.4 902Recovery Path: Improved Below Target
English Learners and Former English Learners---- 23--
Low Income 479.0 479.3 0.3 481.5 682Recovery Path: Improved Below Target
Students with Disabilities 470.6 476.6 6.0 474.0 594Path Forward: Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 1--
Black or African American---- 7--
Hispanic or Latino 473.7 476.5 2.8 476.6 403Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 498.5 494.1 -4.4 500.4 750Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 497.7 490.4 -7.3 500.0 480Recovery Path: Declined
Lowest Performing---- 10--
High Needs 488.7 484.1 -4.6 492.5 350Path Forward: Declined
English Learners and Former English Learners---- 9--
Low Income---- 24--
Students with Disabilities---- 19--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 16--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White---- 30--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 47.4 852Typical Growth - Low
Lowest Performing- 18--
High Needs 49.4 602Typical Growth - Low
English Learners and Former English Learners- 15--
Low Income 43.8 452Typical Growth - Low
Students with Disabilities 48.6 372Typical Growth - Low
American Indian or Alaska Native- 1--
Asian- 1--
Black or African American- 4--
Hispanic or Latino 49.6 272Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 47.8 502Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.3 862Typical Growth - Low
Lowest Performing- 18--
High Needs 51.2 613Typical Growth - High
English Learners and Former English Learners- 16--
Low Income 49.8 462Typical Growth - Low
Students with Disabilities 51.4 383Typical Growth - High
American Indian or Alaska Native- 1--
Asian- 1--
Black or African American- 4--
Hispanic or Latino 49.2 282Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 48.3 502Typical 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 12.9 10.0 -2.9 11.4 2194Exceeded Target
Lowest Performing---- 18--
High Needs 18.6 15.6 -3.0 16.2 1354Exceeded Target
English Learners and Former English Learners---- 37--
Low Income 20.5 18.7 -1.8 17.3 1072Improved Below Target
Students with Disabilities 18.5 14.9 -3.6 14.9 743Met Target
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 15--
Hispanic or Latino 21.1 14.9 -6.2 16.9 674Exceeded Target
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 7.4 7.1 -0.3 5.6 1262Improved 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 133 133100Yes 1 133 133100Yes 1 49 49100Yes 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 93 93 93 93 36 36 222 222100Yes1
English Learners and Former English Learners 25 25 25 25 9 9 59 59100Yes1
Low Income 71 71 71 71 25 25 167 167100Yes1
Students with Disabilities 61 61 61 61 19 19 141 141100Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 1 1 1 1 0 0 2----
Black or African American 7 7 7 7 1 1 15----
Hispanic or Latino 42 42 42 42 16 16 100 100100Yes1
Multi-Race, Not Hispanic or Latino 4 4 4 4 1 1 9----
Native Hawaiian or Other Pacific Islander-----------
White 78 78 78 78 31 31 187 187100Yes1


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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