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Glenwood Elementary School
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2025 Official Accountability Report - Glenwood Elementary School
Organization Information
DISTRICT NAME
Wachusett (07750000)		TITLE I STATUS
Title I School
SCHOOL
Glenwood Elementary School (07750060)		GRADES SERVED
03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage55%62%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		59%
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 achievement34-34-
Science achievement24----
Achievement total71267.55867.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total6.210.3-4.97.6-
Percentage of possible points 60%-65%-
2025 Annual criterion-referenced target percentage62%

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 achievement14-44-
Science achievement34----
Achievement total41267.56867.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total4.210.3-5.27.6-
Percentage of possible points 41%-68%-
2024 Annual criterion-referenced target percentage55%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
77

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage48%44%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		45%
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 achievement14-
Mathematics achievement04-
Science achievement44-
Achievement total51267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total4.510.3-
Percentage of possible points 44%-
2025 Annual criterion-referenced target percentage44%

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 achievement14-
Science achievement44-
Achievement total51267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total4.910.3-
Percentage of possible points 48%-
2024 Annual criterion-referenced target percentage48%

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 497.7 498.1 0.4 501.0 3662Recovery Path: Improved Below Target
Lowest Performing 476.9 477.7 0.8 482.0 572Recovery Path: Improved Below Target
High Needs 489.2 488.7 -0.5 491.5 1251Recovery Path: No Change
English Learners and Former English Learners---- 18--
Low Income 499.0 493.9 -5.1 502.2 630Recovery Path: Declined
Students with Disabilities 481.1 479.1 -2.0 484.0 660Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 24--
Hispanic or Latino 495.4 491.3 -4.1 497.3 340Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 497.2 498.5 1.3 499.7 2882Recovery 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 498.8 501.0 2.2 501.3 3663Recovery Path: Met Target
Lowest Performing 475.8 480.5 4.7 480.6 573Recovery Path: Met Target
High Needs 491.5 490.0 -1.5 494.1 1260Recovery Path: Declined
English Learners and Former English Learners---- 19--
Low Income 497.2 492.6 -4.6 499.6 640Path Forward: Declined
Students with Disabilities 485.8 482.4 -3.4 488.0 660Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 25--
Hispanic or Latino 490.3 488.1 -2.2 493.1 340Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 498.7 501.7 3.0 500.7 2874Recovery 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 500.4 500.6 0.2 502.6 1052Recovery Path: Improved Below Target
Lowest Performing---- 29--
High Needs 492.2 496.7 4.5 494.9 414Recovery Path: Exceeded Target
English Learners and Former English Learners---- 5--
Low Income---- 17--
Students with Disabilities---- 24--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 10--
Hispanic or Latino---- 9--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 500.1 502.0 1.9 501.9 813Recovery Path: Met Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 48.8 2112Typical Growth - Low
Lowest Performing 44.2 572Typical Growth - Low
High Needs 48.0 722Typical Growth - Low
English Learners and Former English Learners- 7--
Low Income 47.9 382Typical Growth - Low
Students with Disabilities 45.9 382Typical Growth - Low
American Indian or Alaska Native----
Asian- 3--
Black or African American- 11--
Hispanic or Latino- 17--
Multi-Race, Not Hispanic or Latino- 9--
Native Hawaiian or Other Pacific Islander----
White 48.4 1712Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 59.8 2113Typical Growth - High
Lowest Performing 56.2 573Typical Growth - High
High Needs 57.2 723Typical Growth - High
English Learners and Former English Learners- 7--
Low Income 56.1 383Typical Growth - High
Students with Disabilities 53.3 383Typical Growth - High
American Indian or Alaska Native----
Asian- 3--
Black or African American- 11--
Hispanic or Latino- 18--
Multi-Race, Not Hispanic or Latino- 9--
Native Hawaiian or Other Pacific Islander----
White 58.7 1703Typical 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 7.1 7.0 -0.1 5.8 3853Met Target
Lowest Performing 12.1 5.3 -6.8 8.6 574Exceeded Target
High Needs 9.5 13.0 3.5 6.9 1380Declined
English Learners and Former English Learners---- 21--
Low Income 12.1 15.5 3.4 8.4 710Declined
Students with Disabilities 12.7 10.8 -1.9 9.4 742Improved Below Target
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 27--
Hispanic or Latino 17.4 2.9 -14.5 13.7 354Exceeded Target
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 6.9 7.9 1.0 5.5 3030Declined

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 376 36898Yes 1 376 36898Yes 1 109 10697Yes 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 132 127 132 128 42 42 306 29797Yes1
English Learners and Former English Learners 21 20 21 21 6 6 48 4798Yes1
Low Income 67 65 67 66 18 18 152 14998Yes1
Students with Disabilities 70 67 70 67 24 24 164 15896Yes1
American Indian or Alaska Native-----------
Asian 7 7 7 7 1 1 15----
Black or African American 26 25 26 26 11 11 63 6298Yes1
Hispanic or Latino 35 35 35 35 9 9 79 79100Yes1
Multi-Race, Not Hispanic or Latino 13 13 13 13 4 4 30----
Native Hawaiian or Other Pacific Islander-----------
White 295 288 295 287 84 81 674 65697Yes1


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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