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Mittineague
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2025 Official Accountability Report - Mittineague
Organization Information
DISTRICT NAME
West Springfield (03320000)		TITLE I STATUS
Title I School
SCHOOL
Mittineague (03320030)		GRADES SERVED
01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
36% - Moderate progress toward targets42

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage71%13%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		36%
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 achievement04-04-
Mathematics achievement04-04-
Science achievement24----
Achievement total21267.50867.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-14-
Growth total3822.52822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.010.3-0.57.6-
Percentage of possible points 19%-7%-
2025 Annual criterion-referenced target percentage13%

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 achievement44-44-
Mathematics achievement34-24-
Science achievement04----
Achievement total71267.56890.0
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total6.710.3-5.87.6-
Percentage of possible points 65%-76%-
2024 Annual criterion-referenced target percentage71%

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 percentage70%7%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		32%
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 growth14-
Mathematics growth14-
Growth total2822.5
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 total0.57.6-
Percentage of possible points 7%-
2025 Annual criterion-referenced target percentage7%

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 achievement34-
Mathematics achievement44-
Science achievement14-
Achievement total81267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total7.210.3-
Percentage of possible points 70%-
2024 Annual criterion-referenced target percentage70%

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 500.9 492.0 -8.9 503.8 750Recovery Path: Declined
Lowest Performing 487.6 481.5 -6.1 491.9 200Recovery Path: Declined
High Needs 493.7 485.5 -8.2 496.5 490Recovery Path: Declined
English Learners and Former English Learners---- 9--
Low Income 495.1 485.0 -10.1 498.3 440Recovery Path: Declined
Students with Disabilities---- 22--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 1--
Hispanic or Latino 491.5 484.0 -7.5 493.4 210Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 503.2 493.8 -9.4 505.2 470Path 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 501.3 493.8 -7.5 503.4 750Path Forward: Declined
Lowest Performing 488.6 486.1 -2.5 496.6 200Recovery Path: Declined
High Needs 496.6 486.1 -10.5 499.2 490Path Forward: Declined
English Learners and Former English Learners---- 9--
Low Income 498.1 486.8 -11.3 500.5 440Path Forward: Declined
Students with Disabilities---- 22--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 1--
Hispanic or Latino 495.7 484.2 -11.5 498.5 210Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 504.0 497.0 -7.0 506.1 470Path 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 492.2 493.0 0.8 493.9 292Recovery Path: Improved Below Target
Lowest Performing---- 11--
High Needs---- 18--
English Learners and Former English Learners---- 4--
Low Income---- 15--
Students with Disabilities---- 8--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 1--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White---- 14--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 36.3 501Low Growth
Lowest Performing 35.7 201Low Growth
High Needs 39.4 311Low Growth
English Learners and Former English Learners- 7--
Low Income 39.1 271Low Growth
Students with Disabilities- 10--
American Indian or Alaska Native----
Asian- 3--
Black or African American- 1--
Hispanic or Latino- 15--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 33.6 301Low Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 40.8 512Typical Growth - Low
Lowest Performing 37.4 201Low Growth
High Needs 36.4 321Low Growth
English Learners and Former English Learners- 7--
Low Income 39.5 281Low Growth
Students with Disabilities- 11--
American Indian or Alaska Native----
Asian- 3--
Black or African American- 1--
Hispanic or Latino- 16--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 40.5 302Typical 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 11.8 20.2 8.4 10.5 1090Declined
Lowest Performing 5.0 20.0 15.0 1.5 200Declined
High Needs 16.7 28.8 12.1 14.1 730Declined
English Learners and Former English Learners---- 11--
Low Income 18.4 31.8 13.4 14.7 660Declined
Students with Disabilities---- 35--
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 6--
Hispanic or Latino 15.0 23.5 8.5 11.3 340Declined
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 9.8 18.0 8.2 8.4 610Declined

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 77 7699Yes 1 77 7699Yes 1 30 30100Yes 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 51 50 51 50 19 19 121 11998Yes1
English Learners and Former English Learners 10 10 10 10 5 5 25----
Low Income 46 45 46 45 16 16 108 10698Yes1
Students with Disabilities 24 23 24 23 9 9 57 5596Yes1
American Indian or Alaska Native-----------
Asian 3 3 3 3 1 1 7----
Black or African American 1 1 1 1 1 1 3----
Hispanic or Latino 21 21 21 21 13 13 55 55100Yes1
Multi-Race, Not Hispanic or Latino 4 4 4 4 1 1 9----
Native Hawaiian or Other Pacific Islander-----------
White 48 47 48 47 14 14 110 10898Yes1


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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