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Davis Hill Elementary
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2025 Official Accountability Report - Davis Hill Elementary
Organization Information
DISTRICT NAME
Wachusett (07750000)		TITLE I STATUS
Title I School
SCHOOL
Davis Hill Elementary (07750018)		GRADES SERVED
K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage59%98%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		82%
Meeting or exceeding 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 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 absenteeism24-44-
Advanced coursework completion------
Additional indicators total2410.04410.0
Weighted total9.910.3-7.67.6-
Percentage of possible points 96%-100%-
2025 Annual criterion-referenced target percentage98%

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 achievement24-24-
Mathematics achievement24-44-
Science achievement04----
Achievement total41267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-44-
Growth total6822.57822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total4.510.3-5.67.6-
Percentage of possible points 44%-74%-
2024 Annual criterion-referenced target percentage59%

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 percentage63%70%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		67%
Substantial 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 achievement44-
Mathematics achievement44-
Science achievement04-
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%-
2025 Annual criterion-referenced target percentage70%

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 achievement24-
Science achievement---
Achievement total5867.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total4.87.6-
Percentage of possible points 63%-
2024 Annual criterion-referenced target percentage63%

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 500.8 504.2 3.4 503.5 2334Recovery Path: Exceeded Target
Lowest Performing 480.1 487.3 7.2 485.4 394Recovery Path: Exceeded Target
High Needs 491.1 494.7 3.6 494.1 724Recovery Path: Exceeded Target
English Learners and Former English Learners---- 14--
Low Income 492.4 494.3 1.9 495.1 302Recovery Path: Improved Below Target
Students with Disabilities 485.2 491.0 5.8 487.5 494Recovery Path: Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 5--
Hispanic or Latino 492.0 498.7 6.7 494.6 214Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 501.7 504.6 2.9 504.4 1973Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 499.8 506.1 6.3 502.2 2334Recovery Path: Exceeded Target
Lowest Performing 479.5 487.1 7.6 484.0 394Recovery Path: Exceeded Target
High Needs 490.2 495.2 5.0 492.6 724Recovery Path: Exceeded Target
English Learners and Former English Learners---- 14--
Low Income 487.6 492.0 4.4 490.2 304Recovery Path: Exceeded Target
Students with Disabilities 485.3 491.4 6.1 487.4 494Recovery Path: Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 5--
Hispanic or Latino 492.0 495.5 3.5 494.9 214Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 500.7 506.9 6.2 503.3 1974Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 498.4 503.6 5.2 500.1 704Recovery Path: Exceeded Target
Lowest Performing---- 12--
High Needs 492.1 490.9 -1.2 495.6 220Path Forward: Declined
English Learners and Former English Learners---- 8--
Low Income---- 9--
Students with Disabilities---- 15--
American Indian or Alaska Native---- 1--
Asian---- 1--
Black or African American---- 1--
Hispanic or Latino---- 7--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 499.4 504.5 5.1 501.1 594Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 58.9 1573Typical Growth - High
Lowest Performing 62.1 394Exceeded Typical Growth
High Needs 56.5 513Typical Growth - High
English Learners and Former English Learners- 12--
Low Income 59.0 203Typical Growth - High
Students with Disabilities 55.9 373Typical Growth - High
American Indian or Alaska Native- 1--
Asian- 1--
Black or African American- 2--
Hispanic or Latino- 13--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 57.6 1383Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 64.4 1574Exceeded Typical Growth
Lowest Performing 63.6 394Exceeded Typical Growth
High Needs 58.4 513Typical Growth - High
English Learners and Former English Learners- 12--
Low Income 47.8 202Typical Growth - Low
Students with Disabilities 57.9 373Typical Growth - High
American Indian or Alaska Native- 1--
Asian- 1--
Black or African American- 2--
Hispanic or Latino- 13--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 64.9 1384Exceeded Typical Growth

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 7.7 7.2 -0.5 6.6 3882Improved Below Target
Lowest Performing 10.0 2.6 -7.4 6.7 394Exceeded Target
High Needs 16.3 12.8 -3.5 14.2 1174Exceeded Target
English Learners and Former English Learners---- 22--
Low Income 21.1 22.0 0.9 16.8 590Declined
Students with Disabilities 17.8 9.7 -8.1 15.3 724Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 8--
Black or African American---- 12--
Hispanic or Latino 21.1 9.7 -11.4 16.9 314Exceeded Target
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 6.3 7.1 0.8 5.1 3240Declined

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 236 236100Yes 1 236 236100Yes 1 71 71100Yes 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 73 73 73 73 22 22 168 168100Yes1
English Learners and Former English Learners 14 14 14 14 8 8 36----
Low Income 31 31 31 31 9 9 71 71100Yes1
Students with Disabilities 49 49 49 49 15 15 113 113100Yes1
American Indian or Alaska Native 1 1 1 1 1 1 3----
Asian 3 3 3 3 1 1 7----
Black or African American 5 5 5 5 1 1 11----
Hispanic or Latino 22 22 22 22 7 7 51 51100Yes1
Multi-Race, Not Hispanic or Latino 7 7 7 7 1 1 15----
Native Hawaiian or Other Pacific Islander-----------
White 198 198 198 198 60 60 456 456100Yes1


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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