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Walton
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2025
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2025 Official Accountability Report - Walton
Organization Information
DISTRICT NAME
Wakefield (03050000)		TITLE I STATUS
Non-Title I School
SCHOOL
Walton (03050040)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage50%65%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		59%
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 achievement14-24-
Mathematics achievement34-44-
Science achievement------
Achievement total4867.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-44-
Growth total6822.57822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total4.17.6-5.77.6-
Percentage of possible points 54%-75%-
2025 Annual criterion-referenced target percentage65%

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 achievement04-34-
Mathematics achievement04-44-
Science achievement------
Achievement total0867.57867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total1.47.6-6.27.6-
Percentage of possible points 18%-82%-
2024 Annual criterion-referenced target percentage50%

Student group percentile

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

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage--
Weight--
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		-
-

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 achievement---
Mathematics achievement---
Science achievement---
Achievement total---
GrowthEnglish language arts growth---
Mathematics growth---
Growth total---
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 absenteeism---
Advanced coursework completion---
Additional indicators total---
Weighted total---
Percentage of possible points --
2025 Annual criterion-referenced target percentage-

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 achievement---
Mathematics achievement---
Science achievement---
Achievement total---
GrowthEnglish language arts growth---
Mathematics growth---
Growth total---
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 absenteeism---
Advanced coursework completion---
Additional indicators total---
Weighted total---
Percentage of possible points --
2024 Annual criterion-referenced target percentage-

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 499.2 498.7 -0.5 501.2 911Path Forward: No Change
Lowest Performing 481.7 482.4 0.7 486.0 222Recovery Path: Improved Below Target
High Needs---- 19--
English Learners and Former English Learners---- 6--
Low Income---- 13--
Students with Disabilities---- 11--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 2--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 503.5 500.7 -2.8 505.5 740Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 503.3 505.6 2.3 505.4 913Path Forward: Met Target
Lowest Performing 479.1 487.6 8.5 484.6 224Recovery Path: Exceeded Target
High Needs---- 19--
English Learners and Former English Learners---- 6--
Low Income---- 13--
Students with Disabilities---- 11--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 2--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 508.3 508.2 -0.1 510.4 743Path 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 56.3 443Typical Growth - High
Lowest Performing 51.9 223Typical Growth - High
High Needs- 11--
English Learners and Former English Learners- 3--
Low Income- 9--
Students with Disabilities- 7--
American Indian or Alaska Native----
Asian----
Black or African American- 2--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 59.2 353Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 52.2 443Typical Growth - High
Lowest Performing 61.8 224Exceeded Typical Growth
High Needs- 11--
English Learners and Former English Learners- 3--
Low Income- 9--
Students with Disabilities- 7--
American Indian or Alaska Native----
Asian----
Black or African American- 2--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 49.0 352Typical 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 9.4 12.7 3.3 8.1 1730Declined
Lowest Performing 13.6 13.6 0.0 10.1 221No Change
High Needs---- 41--
English Learners and Former English Learners---- 10--
Low Income---- 25--
Students with Disabilities---- 20--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 4--
Hispanic or Latino---- 17--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 5.9 9.8 3.9 4.5 1430Declined

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 91 91100Yes 1 91 91100Yes 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 19 19 19 19 0 0 38----
English Learners and Former English Learners 6 6 6 6 0 0 12----
Low Income 13 13 13 13 0 0 26----
Students with Disabilities 11 11 11 11 0 0 22----
American Indian or Alaska Native-----------
Asian 1 1 1 1 0 0 2----
Black or African American 2 2 2 2 0 0 4----
Hispanic or Latino 10 10 10 10 0 0 20----
Multi-Race, Not Hispanic or Latino 4 4 4 4 0 0 8----
Native Hawaiian or Other Pacific Islander-----------
White 74 74 74 74 0 0 148 148100Yes1


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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