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Mary Rowlandson Elementary
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2025 Official Accountability Report - Mary Rowlandson Elementary
Organization Information
DISTRICT NAME
Nashoba (07250000)		TITLE I STATUS
Title I School
SCHOOL
Mary Rowlandson Elementary (07250010)		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
33% - Moderate progress toward targets63

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage36%31%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		33%
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 achievement04-14-
Science achievement44----
Achievement total41267.51867.5
GrowthEnglish language arts growth14-24-
Mathematics growth24-24-
Growth total3822.54822.5
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 absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total3.810.3-1.97.6-
Percentage of possible points 37%-25%-
2025 Annual criterion-referenced target percentage31%

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 achievement34-04-
Science achievement14----
Achievement total41267.52867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-14-
Growth total5822.53822.5
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 total4.110.3-2.47.6-
Percentage of possible points 40%-32%-
2024 Annual criterion-referenced target percentage36%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
57

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage54%35%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		43%
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 achievement44-
Achievement total41267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total3.610.3-
Percentage of possible points 35%-
2025 Annual criterion-referenced target percentage35%

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 achievement24-
Mathematics achievement44-
Science achievement14-
Achievement total71267.5
GrowthEnglish language arts growth34-
Mathematics growth14-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.610.3-
Percentage of possible points 54%-
2024 Annual criterion-referenced target percentage54%

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 501.3 493.7 -7.6 504.3 2270Recovery Path: Declined
Lowest Performing 480.5 479.2 -1.3 485.0 320Recovery Path: Declined
High Needs 489.9 484.8 -5.1 493.1 910Recovery Path: Declined
English Learners and Former English Learners---- 14--
Low Income 493.0 491.1 -1.9 497.5 500Recovery Path: Declined
Students with Disabilities 483.6 478.4 -5.2 486.9 510Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 4--
Hispanic or Latino 495.3 480.5 -14.8 498.7 390Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 502.2 496.8 -5.4 504.8 1720Recovery 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 506.3 503.0 -3.3 508.4 2270Path Forward: Declined
Lowest Performing 486.8 486.8 0.0 491.9 321Path Forward: No Change
High Needs 495.5 493.1 -2.4 498.1 910Path Forward: Declined
English Learners and Former English Learners---- 14--
Low Income 498.1 498.1 0.0 501.0 503Recovery Path: Met Target
Students with Disabilities 491.1 485.8 -5.3 494.4 510Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 4--
Hispanic or Latino 493.3 489.3 -4.0 496.6 390Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 508.2 505.2 -3.0 510.3 1720Path 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 497.6 501.3 3.7 499.5 734Recovery Path: Exceeded Target
Lowest Performing---- 9--
High Needs 482.4 487.8 5.4 484.9 314Recovery Path: Exceeded Target
English Learners and Former English Learners---- 5--
Low Income---- 19--
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American-------
Hispanic or Latino---- 11--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White 499.0 504.7 5.7 500.7 594Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 37.2 1391Low Growth
Lowest Performing 41.8 322Typical Growth - Low
High Needs 32.9 551Low Growth
English Learners and Former English Learners- 10--
Low Income 35.9 331Low Growth
Students with Disabilities 29.8 260Very Low Growth
American Indian or Alaska Native----
Asian- 5--
Black or African American- 2--
Hispanic or Latino 28.6 250Very Low Growth
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 38.4 1041Low Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 47.0 1412Typical Growth - Low
Lowest Performing 46.6 322Typical Growth - Low
High Needs 40.0 562Typical Growth - Low
English Learners and Former English Learners- 10--
Low Income 41.2 332Typical Growth - Low
Students with Disabilities 33.5 271Low Growth
American Indian or Alaska Native----
Asian- 5--
Black or African American- 2--
Hispanic or Latino 47.3 252Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 44.9 1062Typical 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 7.0 5.1 -1.9 5.7 3894Exceeded Target
Lowest Performing 0.0 6.3 6.3 1.0 323Met Target
High Needs 10.3 8.4 -1.9 7.7 1662Improved Below Target
English Learners and Former English Learners---- 32--
Low Income 15.9 12.9 -3.0 12.2 932Improved Below Target
Students with Disabilities 6.3 6.5 0.2 3.0 923Met Target
American Indian or Alaska Native-------
Asian---- 12--
Black or African American---- 8--
Hispanic or Latino 8.2 7.0 -1.2 4.5 713Met Target
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 6.7 3.9 -2.8 5.3 2814Exceeded 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 233 232100Yes 1 232 232100Yes 1 74 74100Yes 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 96 95 95 95 32 32 223 222100Yes1
English Learners and Former English Learners 17 16 16 16 6 6 39----
Low Income 54 53 53 53 20 20 127 12699Yes1
Students with Disabilities 53 52 52 52 15 15 120 11999Yes1
American Indian or Alaska Native-----------
Asian 6 5 5 5 3 3 14----
Black or African American 4 4 4 4 0 0 8----
Hispanic or Latino 42 42 42 42 12 12 96 96100Yes1
Multi-Race, Not Hispanic or Latino 7 7 7 7 0 0 14----
Native Hawaiian or Other Pacific Islander-----------
White 174 174 174 174 59 59 407 407100Yes1


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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