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Dudley Elementary
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2025 Official Accountability Report - Dudley Elementary
Organization Information
DISTRICT NAME
Dudley-Charlton Reg (06580000)		TITLE I STATUS
Title I School
SCHOOL
Dudley Elementary (06580005)		GRADES SERVED
02,03,04
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
53% - Substantial progress toward targets55

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage52%53%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		53%
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 achievement24-24-
Mathematics achievement04-44-
Science achievement------
Achievement total2867.56867.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total2.57.6-5.67.6-
Percentage of possible points 33%-74%-
2025 Annual criterion-referenced target percentage53%

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 achievement24-44-
Science achievement------
Achievement total2860.04867.5
GrowthEnglish language arts growth24-24-
Mathematics growth44-44-
Growth total6820.06822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total3.27.2-4.57.6-
Percentage of possible points 44%-59%-
2024 Annual criterion-referenced target percentage52%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
56

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage50%16%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		30%
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 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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total1.27.6-
Percentage of possible points 16%-
2025 Annual criterion-referenced target percentage16%

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 achievement34-
Science achievement---
Achievement total3867.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total3.87.6-
Percentage of possible points 50%-
2024 Annual criterion-referenced target percentage50%

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 491.9 492.3 0.4 494.6 2332Recovery Path: Improved Below Target
Lowest Performing 467.8 468.7 0.9 472.9 272Path Forward: Improved Below Target
High Needs 485.1 484.3 -0.8 488.1 1320Recovery Path: Declined
English Learners and Former English Learners 477.9 481.4 3.5 480.3 274Path Forward: Exceeded Target
Low Income 486.8 487.5 0.7 489.8 882Recovery Path: Improved Below Target
Students with Disabilities 475.5 475.8 0.3 477.8 672Recovery Path: Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 9--
Hispanic or Latino 488.7 484.3 -4.4 493.6 350Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 492.3 493.5 1.2 494.6 1712Recovery 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 498.5 495.2 -3.3 500.6 2330Path Forward: Declined
Lowest Performing 461.2 469.1 7.9 465.4 274Recovery Path: Exceeded Target
High Needs 490.5 486.4 -4.1 491.8 1320Recovery Path: Declined
English Learners and Former English Learners 485.6 483.2 -2.4 489.2 270Path Forward: Declined
Low Income 492.4 489.4 -3.0 494.6 880Recovery Path: Declined
Students with Disabilities 476.8 475.1 -1.7 480.1 670Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 9--
Hispanic or Latino 491.4 486.2 -5.2 494.9 350Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 499.8 496.4 -3.4 501.9 1710Path 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-------
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-------

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 48.2 1102Typical Growth - Low
Lowest Performing 44.1 262Typical Growth - Low
High Needs 46.4 662Typical Growth - Low
English Learners and Former English Learners- 17--
Low Income 44.4 462Typical Growth - Low
Students with Disabilities 49.2 342Typical Growth - Low
American Indian or Alaska Native- 1--
Asian----
Black or African American- 5--
Hispanic or Latino- 18--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 48.7 802Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 54.9 1103Typical Growth - High
Lowest Performing 52.7 263Typical Growth - High
High Needs 51.8 663Typical Growth - High
English Learners and Former English Learners- 17--
Low Income 49.4 462Typical Growth - Low
Students with Disabilities 51.5 343Typical Growth - High
American Indian or Alaska Native- 1--
Asian----
Black or African American- 5--
Hispanic or Latino- 18--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 55.3 803Typical Growth - High

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 8.9 9.5 0.6 7.6 3250Declined
Lowest Performing 10.7 0.0 -10.7 7.2 274Exceeded Target
High Needs 12.6 12.7 0.1 10.0 1891No Change
English Learners and Former English Learners 8.0 9.5 1.5 5.0 420Declined
Low Income 15.1 15.8 0.7 11.4 1330Declined
Students with Disabilities 12.0 9.1 -2.9 8.7 883Met Target
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 12--
Hispanic or Latino 17.3 21.1 3.8 13.6 570Declined
Multi-Race, Not Hispanic or Latino---- 16--
Native Hawaiian or Other Pacific Islander-------
White 8.5 8.1 -0.4 7.1 2362Improved 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 242 241100Yes 1 242 241100Yes 1 0----

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 140 139 140 139 0 0 280 27899Yes1
English Learners and Former English Learners 32 32 32 32 0 0 64 64100Yes1
Low Income 94 94 94 94 0 0 188 188100Yes1
Students with Disabilities 68 67 68 67 0 0 136 13499Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 3 3 3 3 0 0 6----
Black or African American 12 12 12 12 0 0 24----
Hispanic or Latino 37 37 37 37 0 0 74 74100Yes1
Multi-Race, Not Hispanic or Latino 14 14 14 14 0 0 28----
Native Hawaiian or Other Pacific Islander-----------
White 175 174 175 174 0 0 350 34899Yes1


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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