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2025 Official Accountability Report - South
Organization Information
DISTRICT NAME
Stoneham (02840000)		TITLE I STATUS
Title I School
SCHOOL
South (02840030)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
38% - Moderate progress toward targets73

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage63%21%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		38%
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----
Mathematics achievement04----
Science achievement------
Achievement total0860.0---
GrowthEnglish language arts growth44----
Mathematics growth34----
Growth total7820.0---
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 total0410.0---
Additional indicatorsChronic absenteeism14----
Advanced coursework completion------
Additional indicators total1410.0---
Weighted total1.57.2----
Percentage of possible points 21%---
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 achievement04-24-
Mathematics achievement34-44-
Science achievement------
Achievement total3867.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-44-
Growth total7822.57822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total4.07.6-5.67.6-
Percentage of possible points 53%-74%-
2024 Annual criterion-referenced target percentage63%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
60

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage40%21%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		29%
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 achievement---
Achievement total0867.5
GrowthEnglish language arts growth44-
Mathematics growth34-
Growth total7822.5
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 total1.67.6-
Percentage of possible points 21%-
2025 Annual criterion-referenced target percentage21%

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 achievement---
Achievement total2867.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total3.07.6-
Percentage of possible points 40%-
2024 Annual criterion-referenced target percentage40%

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 500.2 498.9 -1.3 501.6 1310Path Forward: Declined
Lowest Performing---- 19--
High Needs 486.6 483.0 -3.6 488.9 560Path Forward: Declined
English Learners and Former English Learners---- 24--
Low Income 482.0 482.2 0.2 484.1 352Path Forward: Improved Below Target
Students with Disabilities 483.7 483.8 0.1 486.1 302Path Forward: Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 6--
Black or African American---- 5--
Hispanic or Latino---- 26--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 502.5 502.5 0.0 504.0 871Path Forward: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 505.9 503.9 -2.0 507.4 1310Path Forward: Declined
Lowest Performing---- 19--
High Needs 494.5 485.9 -8.6 497.0 560Path Forward: Declined
English Learners and Former English Learners---- 24--
Low Income 489.0 484.7 -4.3 491.4 350Path Forward: Declined
Students with Disabilities 488.5 481.3 -7.2 491.7 300Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 6--
Black or African American---- 5--
Hispanic or Latino---- 26--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 508.6 506.8 -1.8 510.3 873Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 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-------

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 60.3 644Exceeded Typical Growth
Lowest Performing- 19--
High Needs 60.2 264Exceeded Typical Growth
English Learners and Former English Learners- 11--
Low Income- 14--
Students with Disabilities- 15--
American Indian or Alaska Native----
Asian- 3--
Black or African American- 3--
Hispanic or Latino- 15--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 62.9 394Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 55.1 643Typical Growth - High
Lowest Performing- 19--
High Needs 55.0 263Typical Growth - High
English Learners and Former English Learners- 11--
Low Income- 14--
Students with Disabilities- 15--
American Indian or Alaska Native----
Asian- 3--
Black or African American- 3--
Hispanic or Latino- 15--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 55.4 393Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 61.9 48.3 -13.6 64.1 290Declined
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 11.5 11.8 0.3 10.4 2801No Change
Lowest Performing---- 19--
High Needs 19.5 22.9 3.4 17.4 1180Declined
English Learners and Former English Learners---- 42--
Low Income 26.5 30.8 4.3 22.2 780Declined
Students with Disabilities 15.3 26.8 11.5 12.8 560Declined
American Indian or Alaska Native---- 2--
Asian---- 18--
Black or African American---- 16--
Hispanic or Latino---- 51--
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander---- 1--
White 9.4 9.5 0.1 8.2 1791No Change

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 135 135100Yes 1 135 135100Yes 1 0----

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 60 60 60 60 0 0 120 120100Yes1
English Learners and Former English Learners 28 28 28 28 0 0 56 56100Yes1
Low Income 38 38 38 38 0 0 76 76100Yes1
Students with Disabilities 30 30 30 30 0 0 60 60100Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 6 6 6 6 0 0 12----
Black or African American 6 6 6 6 0 0 12----
Hispanic or Latino 29 29 29 29 0 0 58 58100Yes1
Multi-Race, Not Hispanic or Latino 6 6 6 6 0 0 12----
Native Hawaiian or Other Pacific Islander-----------
White 87 87 87 87 0 0 174 174100Yes1


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.


Resources
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Accountability Terms Glossary of Accountability Terms

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