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Tatham
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2025 Official Accountability Report - Tatham
Organization Information
DISTRICT NAME
West Springfield (03320000)		TITLE I STATUS
Title I School
SCHOOL
Tatham (03320040)		GRADES SERVED
K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
65% - Substantial progress toward targets72

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage95%45%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		65%
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 achievement04-44-
Mathematics achievement04-24-
Science achievement04----
Achievement total01267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-34-
Growth total5822.56822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total1.410.3-5.87.6-
Percentage of possible points 14%-76%-
2025 Annual criterion-referenced target percentage45%

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 achievement44-44-
Science achievement44----
Achievement total121267.58867.5
GrowthEnglish language arts growth34-44-
Mathematics growth44-44-
Growth total7822.58822.5
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 total9.710.3-7.27.6-
Percentage of possible points 94%-95%-
2024 Annual criterion-referenced target percentage95%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
83

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage94%17%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		48%
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 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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total1.710.3-
Percentage of possible points 17%-
2025 Annual criterion-referenced target percentage17%

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 achievement44-
Mathematics achievement44-
Science achievement44-
Achievement total121267.5
GrowthEnglish language arts growth34-
Mathematics growth44-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total9.710.3-
Percentage of possible points 94%-
2024 Annual criterion-referenced target percentage94%

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 500.0 498.8 -1.2 502.9 1450Recovery Path: Declined
Lowest Performing 479.3 485.0 5.7 484.4 244Path Forward: Exceeded Target
High Needs 492.6 490.5 -2.1 495.0 590Recovery Path: Declined
English Learners and Former English Learners---- 14--
Low Income 494.0 492.1 -1.9 496.8 450Recovery Path: Declined
Students with Disabilities---- 16--
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 6--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 501.5 501.3 -0.2 504.3 1081Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 503.6 500.8 -2.8 506.1 1450Path Forward: Declined
Lowest Performing 483.2 486.6 3.4 489.8 242Recovery Path: Improved Below Target
High Needs 495.9 492.4 -3.5 498.6 590Path Forward: Declined
English Learners and Former English Learners---- 14--
Low Income 498.3 493.3 -5.0 501.3 450Recovery Path: Declined
Students with Disabilities---- 16--
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 6--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 504.7 503.4 -1.3 507.5 1080Path 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 502.6 501.6 -1.0 506.2 530Path Forward: Declined
Lowest Performing---- 12--
High Needs 492.8 491.2 -1.6 496.6 220Path Forward: Declined
English Learners and Former English Learners---- 6--
Low Income---- 17--
Students with Disabilities---- 5--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 2--
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 503.3 506.1 2.8 507.0 393Path Forward: Met Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 53.2 1003Typical Growth - High
Lowest Performing 55.0 233Typical Growth - High
High Needs 56.2 393Typical Growth - High
English Learners and Former English Learners- 6--
Low Income 57.9 283Typical Growth - High
Students with Disabilities- 11--
American Indian or Alaska Native----
Asian- 2--
Black or African American- 2--
Hispanic or Latino- 13--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 53.8 773Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.8 1052Typical Growth - Low
Lowest Performing 53.5 233Typical Growth - High
High Needs 50.2 413Typical Growth - High
English Learners and Former English Learners- 8--
Low Income 48.8 302Typical Growth - Low
Students with Disabilities- 11--
American Indian or Alaska Native----
Asian- 2--
Black or African American- 3--
Hispanic or Latino- 14--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 48.3 802Typical 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 7.5 6.5 -1.0 6.0 2473Met Target
Lowest Performing 4.0 4.2 0.2 1.0 244Exceeded Target
High Needs 9.8 7.1 -2.7 7.4 1133Met Target
English Learners and Former English Learners---- 32--
Low Income 11.2 9.1 -2.1 8.0 882Improved Below Target
Students with Disabilities---- 28--
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 16--
Hispanic or Latino---- 30--
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 7.5 7.3 -0.2 5.7 1772Improved Below 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 147 147100Yes 1 147 147100Yes 1 53 53100Yes 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 61 61 61 61 22 22 144 144100Yes1
English Learners and Former English Learners 16 16 16 16 6 6 38----
Low Income 47 47 47 47 17 17 111 111100Yes1
Students with Disabilities 16 16 16 16 5 5 37----
American Indian or Alaska Native-----------
Asian 4 4 4 4 1 1 9----
Black or African American 6 6 6 6 2 2 14----
Hispanic or Latino 18 18 18 18 6 6 42----
Multi-Race, Not Hispanic or Latino 9 9 9 9 5 5 23----
Native Hawaiian or Other Pacific Islander-----------
White 110 110 110 110 39 39 259 259100Yes1


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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