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Howard School
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2025 Official Accountability Report - Howard School
Organization Information
DISTRICT NAME
West Bridgewater (03230000)		TITLE I STATUS
Title I School
SCHOOL
Howard School (03230305)		GRADES SERVED
04,05,06
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
44% - Moderate progress toward targets51

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage54%37%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		44%
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 achievement14-24-
Mathematics achievement04-24-
Science achievement04----
Achievement total11267.54867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-34-
Growth total4822.56822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total2.010.3-4.17.6-
Percentage of possible points 19%-54%-
2025 Annual criterion-referenced target percentage37%

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 achievement04-04-
Mathematics achievement34-34-
Science achievement44----
Achievement total71267.53867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5822.55822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total6.310.3-3.67.6-
Percentage of possible points 61%-47%-
2024 Annual criterion-referenced target percentage54%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
47

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage67%39%
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 High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement04-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total4.010.3-
Percentage of possible points 39%-
2025 Annual criterion-referenced target percentage39%

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 achievement44-
Science achievement44-
Achievement total81267.5
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 total6.910.3-
Percentage of possible points 67%-
2024 Annual criterion-referenced target percentage67%

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 493.8 493.5 -0.3 496.5 3281Recovery Path: No Change
Lowest Performing 474.5 478.6 4.1 479.6 502Path Forward: Improved Below Target
High Needs 483.3 483.8 0.5 485.8 1202Recovery Path: Improved Below Target
English Learners and Former English Learners---- 19--
Low Income 485.3 487.8 2.5 488.7 812Recovery Path: Improved Below Target
Students with Disabilities 471.9 471.7 -0.2 474.3 481Recovery Path: No Change
American Indian or Alaska Native-------
Asian---- 2--
Black or African American 491.0 494.5 3.5 494.3 323Path Forward: Met Target
Hispanic or Latino 494.8 492.7 -2.1 497.3 300Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 19--
Native Hawaiian or Other Pacific Islander-------
White 494.5 493.9 -0.6 496.9 2450Recovery 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 500.7 497.5 -3.2 503.2 3300Path Forward: Declined
Lowest Performing 480.5 481.4 0.9 485.2 502Recovery Path: Improved Below Target
High Needs 490.9 488.0 -2.9 493.6 1220Path Forward: Declined
English Learners and Former English Learners---- 19--
Low Income 493.2 490.6 -2.6 496.0 820Path Forward: Declined
Students with Disabilities 478.5 479.7 1.2 481.4 502Recovery Path: Improved Below Target
American Indian or Alaska Native-------
Asian---- 2--
Black or African American 497.5 494.3 -3.2 500.8 323Path Forward: Met Target
Hispanic or Latino 498.6 493.3 -5.3 501.2 300Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 19--
Native Hawaiian or Other Pacific Islander-------
White 501.9 498.6 -3.3 504.7 2470Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 499.4 496.4 -3.0 503.0 950Path Forward: Declined
Lowest Performing---- 27--
High Needs 487.9 488.2 0.3 491.7 372Path Forward: Improved Below Target
English Learners and Former English Learners---- 8--
Low Income 490.2 491.0 0.8 494.2 292Path Forward: Improved Below Target
Students with Disabilities---- 13--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 12--
Hispanic or Latino---- 7--
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 499.8 497.5 -2.3 503.5 650Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 45.2 3242Typical Growth - Low
Lowest Performing 57.4 503Typical Growth - High
High Needs 43.7 1182Typical Growth - Low
English Learners and Former English Learners- 18--
Low Income 48.3 792Typical Growth - Low
Students with Disabilities 36.5 481Low Growth
American Indian or Alaska Native----
Asian- 2--
Black or African American 53.0 313Typical Growth - High
Hispanic or Latino 43.0 292Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 19--
Native Hawaiian or Other Pacific Islander----
White 44.5 2432Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 46.1 3252Typical Growth - Low
Lowest Performing 54.2 503Typical Growth - High
High Needs 44.0 1192Typical Growth - Low
English Learners and Former English Learners- 18--
Low Income 44.5 802Typical Growth - Low
Students with Disabilities 46.3 492Typical Growth - Low
American Indian or Alaska Native----
Asian- 2--
Black or African American 46.7 312Typical Growth - Low
Hispanic or Latino 45.8 292Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 19--
Native Hawaiian or Other Pacific Islander----
White 45.4 2442Typical 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 10.6 7.0 -3.6 9.1 3414Exceeded Target
Lowest Performing 5.9 14.0 8.1 1.3 500Declined
High Needs 17.4 10.8 -6.6 15.0 1304Exceeded Target
English Learners and Former English Learners---- 24--
Low Income 18.6 14.4 -4.2 15.4 904Exceeded Target
Students with Disabilities 15.9 5.9 -10.0 12.3 514Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 2--
Black or African American 16.7 11.4 -5.3 13.1 354Exceeded Target
Hispanic or Latino 11.1 15.2 4.1 6.9 330Declined
Multi-Race, Not Hispanic or Latino---- 19--
Native Hawaiian or Other Pacific Islander-------
White 10.3 5.6 -4.7 8.5 2514Exceeded 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 337 33599Yes 1 339 338100Yes 1 98 9698Yes 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 128 126 129 128 38 38 295 29299Yes1
English Learners and Former English Learners 24 24 24 24 9 9 57 57100Yes1
Low Income 87 86 87 87 30 30 204 203100Yes1
Students with Disabilities 52 50 53 52 13 13 118 11597Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 2 2 2 2 1 1 5----
Black or African American 34 34 34 34 13 12 81 8099Yes1
Hispanic or Latino 33 33 33 33 8 8 74 74100Yes1
Multi-Race, Not Hispanic or Latino 19 19 19 19 10 10 48----
Native Hawaiian or Other Pacific Islander-----------
White 248 246 249 248 66 65 563 55999Yes1


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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