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Page Hilltop Elementary School
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2025 Official Accountability Report - Page Hilltop Elementary School
Organization Information
DISTRICT NAME
Ayer Shirley School District (06160000)		TITLE I STATUS
Title I School
SCHOOL
Page Hilltop Elementary School (06160002)		GRADES SERVED
PK,K,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
39% - Moderate progress toward targets45

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage35%42%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		39%
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 achievement04-24-
Mathematics achievement24-34-
Science achievement04----
Achievement total21260.05867.5
GrowthEnglish language arts growth14-24-
Mathematics growth24-24-
Growth total3820.04822.5
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 total0410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total2.29.6-4.77.6-
Percentage of possible points 23%-62%-
2025 Annual criterion-referenced target percentage42%

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 achievement04-24-
Mathematics achievement04-24-
Science achievement34----
Achievement total31260.04867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-14-
Growth total3820.03822.5
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 total0410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.49.6-3.47.6-
Percentage of possible points 25%-45%-
2024 Annual criterion-referenced target percentage35%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
55

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage33%11%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		20%
Limited or no 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 growth14-
Mathematics growth24-
Growth total3822.5
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 total1.110.3-
Percentage of possible points 11%-
2025 Annual criterion-referenced target percentage11%

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 achievement04-
Science achievement44-
Achievement total41267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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 total3.410.3-
Percentage of possible points 33%-
2024 Annual criterion-referenced target percentage33%

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 497.2 494.2 -3.0 499.5 2140Recovery Path: Declined
Lowest Performing 475.5 477.4 1.9 482.8 302Recovery Path: Improved Below Target
High Needs 491.1 487.0 -4.1 493.7 1050Recovery Path: Declined
English Learners and Former English Learners 480.6 481.9 1.3 483.0 232Path Forward: Improved Below Target
Low Income 491.6 487.5 -4.1 494.7 770Recovery Path: Declined
Students with Disabilities 486.8 480.7 -6.1 489.7 480Recovery Path: Declined
American Indian or Alaska Native---- 1--
Asian---- 14--
Black or African American---- 13--
Hispanic or Latino 491.1 488.0 -3.1 495.0 330Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 497.7 495.0 -2.7 500.6 1430Recovery 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 493.1 493.7 0.6 495.2 2182Path Forward: Improved Below Target
Lowest Performing 467.7 472.0 4.3 471.5 303Recovery Path: Met Target
High Needs 488.4 487.7 -0.7 491.0 1050Path Forward: Declined
English Learners and Former English Learners 482.9 483.8 0.9 486.5 232Path Forward: Improved Below Target
Low Income 487.6 486.7 -0.9 490.0 780Path Forward: Declined
Students with Disabilities 482.1 481.1 -1.0 485.4 480Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 14--
Black or African American---- 13--
Hispanic or Latino 490.7 487.4 -3.3 493.5 330Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander-------
White 493.0 494.9 1.9 495.1 1463Path 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 500.2 496.0 -4.2 502.9 770Path Forward: Declined
Lowest Performing---- 24--
High Needs 494.3 488.0 -6.3 497.7 340Path Forward: Declined
English Learners and Former English Learners---- 8--
Low Income 492.5 488.0 -4.5 495.9 260Path Forward: Declined
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 3--
Hispanic or Latino---- 12--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 503.7 497.6 -6.1 506.7 570Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 38.9 1241Low Growth
Lowest Performing 46.4 302Typical Growth - Low
High Needs 38.6 601Low Growth
English Learners and Former English Learners- 16--
Low Income 40.8 442Typical Growth - Low
Students with Disabilities 34.6 261Low Growth
American Indian or Alaska Native----
Asian- 7--
Black or African American- 7--
Hispanic or Latino 46.6 222Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 36.7 831Low Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 46.1 1282Typical Growth - Low
Lowest Performing 46.0 302Typical Growth - Low
High Needs 40.3 602Typical Growth - Low
English Learners and Former English Learners- 16--
Low Income 41.0 452Typical Growth - Low
Students with Disabilities 41.7 262Typical Growth - Low
American Indian or Alaska Native----
Asian- 7--
Black or African American- 7--
Hispanic or Latino 42.4 222Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 47.4 862Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 51.4 47.2 -4.2 55.4 360Declined
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 51.4 47.2 -4.2 55.4 360Declined
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 7.9 -3.9 10.5 4034Exceeded Target
Lowest Performing 15.6 10.0 -5.6 12.1 304Exceeded Target
High Needs 17.7 11.1 -6.6 15.1 2174Exceeded Target
English Learners and Former English Learners 18.3 8.8 -9.5 15.3 574Exceeded Target
Low Income 20.0 12.0 -8.0 16.3 1674Exceeded Target
Students with Disabilities 17.9 10.3 -7.6 14.6 874Exceeded Target
American Indian or Alaska Native---- 2--
Asian---- 28--
Black or African American---- 33--
Hispanic or Latino 21.8 11.4 -10.4 18.1 704Exceeded Target
Multi-Race, Not Hispanic or Latino---- 26--
Native Hawaiian or Other Pacific Islander-------
White 12.2 7.8 -4.4 10.8 2444Exceeded 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 229 22498Yes 1 230 229100Yes 1 80 80100Yes 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 115 114 116 115 36 36 267 26599Yes1
English Learners and Former English Learners 29 29 30 30 10 10 69 69100Yes1
Low Income 86 85 87 87 28 28 201 200100Yes1
Students with Disabilities 53 52 53 52 15 15 121 11998Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 15 15 15 15 3 3 33----
Black or African American 17 17 17 17 3 3 37----
Hispanic or Latino 36 36 37 37 14 14 87 87100Yes1
Multi-Race, Not Hispanic or Latino 11 10 11 11 3 3 25----
Native Hawaiian or Other Pacific Islander-----------
White 149 145 149 148 57 57 355 35099Yes1


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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