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James Fitzgerald Elementary School
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2025 Official Accountability Report - James Fitzgerald Elementary School
Organization Information
DISTRICT NAME
Waltham (03080000)		TITLE I STATUS
Non-Title I School
SCHOOL
James Fitzgerald Elementary School (03080060)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage88%25%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		50%
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 achievement04-04-
Mathematics achievement04-24-
Science achievement04----
Achievement total01260.02867.5
GrowthEnglish language arts growth24-14-
Mathematics growth34-34-
Growth total5820.04822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total1.89.6-2.37.6-
Percentage of possible points 19%-30%-
2025 Annual criterion-referenced target percentage25%

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 achievement34-44-
Mathematics achievement44-44-
Science achievement34----
Achievement total101260.08867.5
GrowthEnglish language arts growth24-34-
Mathematics growth44-44-
Growth total6820.07822.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total7.69.6-7.47.6-
Percentage of possible points 79%-97%-
2024 Annual criterion-referenced target percentage88%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
34

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage80%14%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		40%
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 achievement04-
Achievement total01267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total1.410.3-
Percentage of possible points 14%-
2025 Annual criterion-referenced target percentage14%

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 achievement44-
Achievement total101267.5
GrowthEnglish language arts growth24-
Mathematics growth44-
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total8.210.3-
Percentage of possible points 80%-
2024 Annual criterion-referenced target percentage80%

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 495.5 494.0 -1.5 498.4 1680Recovery Path: Declined
Lowest Performing 469.2 467.2 -2.0 473.4 230Recovery Path: Declined
High Needs 481.4 478.4 -3.0 484.1 810Recovery Path: Declined
English Learners and Former English Learners 473.1 475.9 2.8 476.4 433Recovery Path: Met Target
Low Income 484.2 478.5 -5.7 486.5 540Recovery Path: Declined
Students with Disabilities 473.3 470.8 -2.5 476.1 380Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 8--
Black or African American---- 4--
Hispanic or Latino 481.5 480.2 -1.3 484.9 560Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander-------
White 502.1 502.5 0.4 505.1 892Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 499.8 499.2 -0.6 502.6 1680Recovery Path: Declined
Lowest Performing 474.4 476.8 2.4 479.9 232Recovery Path: Improved Below Target
High Needs 487.7 485.4 -2.3 489.8 810Recovery Path: Declined
English Learners and Former English Learners 483.3 482.3 -1.0 486.0 430Recovery Path: Declined
Low Income 490.3 482.7 -7.6 493.2 540Recovery Path: Declined
Students with Disabilities 480.5 478.4 -2.1 483.8 380Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 8--
Black or African American---- 4--
Hispanic or Latino 488.0 485.5 -2.5 491.0 560Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander-------
White 505.3 506.7 1.4 507.3 893Recovery Path: 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 493.3 487.2 -6.1 496.0 450Path Forward: Declined
Lowest Performing---- 12--
High Needs 485.2 473.0 -12.2 487.6 260Recovery Path: Declined
English Learners and Former English Learners---- 15--
Low Income---- 14--
Students with Disabilities---- 17--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 1--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 496.4 499.3 2.9 499.4 223Path Forward: Met Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 47.9 952Typical Growth - Low
Lowest Performing 39.3 231Low Growth
High Needs 40.7 462Typical Growth - Low
English Learners and Former English Learners 44.6 202Typical Growth - Low
Low Income 33.4 241Low Growth
Students with Disabilities 39.1 281Low Growth
American Indian or Alaska Native----
Asian- 3--
Black or African American- 3--
Hispanic or Latino 42.6 302Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 51.0 553Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 53.9 963Typical Growth - High
Lowest Performing 54.5 233Typical Growth - High
High Needs 55.1 473Typical Growth - High
English Learners and Former English Learners 54.6 213Typical Growth - High
Low Income 50.4 253Typical Growth - High
Students with Disabilities 52.1 283Typical Growth - High
American Indian or Alaska Native----
Asian- 3--
Black or African American- 3--
Hispanic or Latino 52.1 313Typical Growth - High
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 54.4 553Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 49.2 59.2 10.0 53.2 494Exceeded Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 49.2 59.2 10.0 53.2 494Exceeded Target
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 9.8 6.1 -3.7 8.5 2954Exceeded Target
Lowest Performing 8.3 13.0 4.7 4.8 230Declined
High Needs 13.6 11.0 -2.6 11.0 1363Met Target
English Learners and Former English Learners 17.7 14.7 -3.0 14.7 753Met Target
Low Income 15.3 14.0 -1.3 11.6 1002Improved Below Target
Students with Disabilities 7.1 5.8 -1.3 3.8 523Met Target
American Indian or Alaska Native-------
Asian---- 15--
Black or African American---- 9--
Hispanic or Latino 14.4 12.4 -2.0 10.7 1052Improved Below Target
Multi-Race, Not Hispanic or Latino---- 18--
Native Hawaiian or Other Pacific Islander-------
White 6.2 2.0 -4.2 4.8 1484Exceeded 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 174 174100Yes 1 174 174100Yes 1 46 46100Yes 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 87 87 87 87 27 27 201 201100Yes1
English Learners and Former English Learners 48 48 48 48 16 16 112 112100Yes1
Low Income 60 60 60 60 15 15 135 135100Yes1
Students with Disabilities 39 39 39 39 17 17 95 95100Yes1
American Indian or Alaska Native-----------
Asian 8 8 8 8 2 2 18----
Black or African American 4 4 4 4 1 1 9----
Hispanic or Latino 61 61 61 61 19 19 141 141100Yes1
Multi-Race, Not Hispanic or Latino 11 11 11 11 2 2 24----
Native Hawaiian or Other Pacific Islander-----------
White 90 90 90 90 22 22 202 202100Yes1


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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