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Joseph R Dawe Jr Elementary
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2025 Official Accountability Report - Joseph R Dawe Jr Elementary
Organization Information
DISTRICT NAME
Stoughton (02850000)		TITLE I STATUS
Non-Title I School
SCHOOL
Joseph R Dawe Jr Elementary (02850014)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
64% - Substantial progress toward targets61

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage64%64%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		64%
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 achievement44-44-
Science achievement04----
Achievement total71260.06867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-44-
Growth total6820.06822.5
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 total0410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total5.49.6-5.47.6-
Percentage of possible points 56%-71%-
2025 Annual criterion-referenced target percentage64%

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 achievement14-24-
Mathematics achievement24-44-
Science achievement24----
Achievement total51260.06867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6820.06822.5
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 total4410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total5.09.6-5.87.6-
Percentage of possible points 52%-76%-
2024 Annual criterion-referenced target percentage64%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
51

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage26%37%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		33%
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 achievement24-
Mathematics achievement24-
Science achievement04-
Achievement total41267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total3.810.3-
Percentage of possible points 37%-
2025 Annual criterion-referenced target percentage37%

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 achievement04-
Science achievement24-
Achievement total21267.5
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 total2.710.3-
Percentage of possible points 26%-
2024 Annual criterion-referenced target percentage26%

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 496.7 499.1 2.4 499.2 1743Recovery Path: Met Target
Lowest Performing 476.9 479.5 2.6 481.4 222Recovery Path: Improved Below Target
High Needs 488.6 489.2 0.6 491.3 842Recovery Path: Improved Below Target
English Learners and Former English Learners 491.0 482.4 -8.6 494.4 310Recovery Path: Declined
Low Income 488.5 490.1 1.6 491.0 622Recovery Path: Improved Below Target
Students with Disabilities 479.2 485.8 6.6 481.4 254Recovery Path: Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 7--
Black or African American 492.2 493.6 1.4 494.7 442Recovery Path: Improved Below Target
Hispanic or Latino 486.4 493.1 6.7 489.5 274Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 505.6 504.2 -1.4 507.6 853Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 494.3 497.8 3.5 496.4 1744Path Forward: Exceeded Target
Lowest Performing 465.8 475.7 9.9 470.6 224Recovery Path: Exceeded Target
High Needs 485.0 486.7 1.7 487.6 842Path Forward: Improved Below Target
English Learners and Former English Learners 484.7 484.9 0.2 487.3 312Recovery Path: Improved Below Target
Low Income 486.1 486.3 0.2 488.5 622Path Forward: Improved Below Target
Students with Disabilities 475.9 485.2 9.3 479.2 254Path Forward: Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 7--
Black or African American 486.2 487.5 1.3 489.2 442Path Forward: Improved Below Target
Hispanic or Latino 483.8 490.1 6.3 486.3 274Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 503.7 505.6 1.9 505.8 853Path 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 495.9 493.2 -2.7 498.6 530Path Forward: Declined
Lowest Performing---- 12--
High Needs 490.0 475.7 -14.3 493.4 210Path Forward: Declined
English Learners and Former English Learners---- 10--
Low Income---- 18--
Students with Disabilities---- 4--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 12--
Hispanic or Latino---- 11--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White---- 24--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 50.9 993Typical Growth - High
Lowest Performing 46.6 222Typical Growth - Low
High Needs 43.3 432Typical Growth - Low
English Learners and Former English Learners- 15--
Low Income 43.4 312Typical Growth - Low
Students with Disabilities- 12--
American Indian or Alaska Native- 1--
Asian- 3--
Black or African American 45.5 252Typical Growth - Low
Hispanic or Latino- 15--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 50.5 493Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 57.9 1003Typical Growth - High
Lowest Performing 63.5 224Exceeded Typical Growth
High Needs 56.4 433Typical Growth - High
English Learners and Former English Learners- 15--
Low Income 54.5 313Typical Growth - High
Students with Disabilities- 12--
American Indian or Alaska Native- 1--
Asian- 3--
Black or African American 51.0 253Typical Growth - High
Hispanic or Latino- 15--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 58.7 503Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 82.4 69.4 -13.0 84.6 360Declined
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 82.4 69.4 -13.0 84.6 360Declined
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 7.9 10.5 2.6 6.6 3330Declined
Lowest Performing 8.0 31.8 23.8 4.5 220Declined
High Needs 11.3 14.9 3.6 8.7 1810Declined
English Learners and Former English Learners 7.0 7.4 0.4 4.0 681No Change
Low Income 12.3 16.1 3.8 8.6 1370Declined
Students with Disabilities 13.2 20.4 7.2 9.9 540Declined
American Indian or Alaska Native---- 1--
Asian---- 22--
Black or African American 8.7 10.5 1.8 5.2 950Declined
Hispanic or Latino 5.8 12.5 6.7 2.1 400Declined
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 9.8 11.4 1.6 8.4 1580Declined

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 182 182100Yes 1 182 182100Yes 1 56 56100Yes 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 90 90 90 90 24 24 204 204100Yes1
English Learners and Former English Learners 37 37 37 37 13 13 87 87100Yes1
Low Income 67 67 67 67 20 20 154 154100Yes1
Students with Disabilities 25 25 25 25 4 4 54 54100Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 9 9 9 9 3 3 21----
Black or African American 50 50 50 50 14 14 114 114100Yes1
Hispanic or Latino 27 27 27 27 11 11 65 65100Yes1
Multi-Race, Not Hispanic or Latino 10 10 10 10 4 4 24----
Native Hawaiian or Other Pacific Islander-----------
White 85 85 85 85 24 24 194 194100Yes1


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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