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Warren Elementary
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2025 Official Accountability Report - Warren Elementary
Organization Information
DISTRICT NAME
Quaboag Regional (07780000)		TITLE I STATUS
Title I School
SCHOOL
Warren Elementary (07780005)		GRADES SERVED
K,01,02,03,04,05,06
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
31% - Moderate progress toward targets25

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage50%19%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		31%
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 achievement04-24-
Science achievement04----
Achievement total01267.52867.5
GrowthEnglish language arts growth24-14-
Mathematics growth34-24-
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.110.3-2.07.6-
Percentage of possible points 11%-26%-
2025 Annual criterion-referenced target percentage19%

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 achievement14-44-
Science achievement44----
Achievement total51267.54867.5
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 absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total4.910.3-4.07.6-
Percentage of possible points 48%-53%-
2024 Annual criterion-referenced target percentage50%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
29

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage46%7%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		22%
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total0.710.3-
Percentage of possible points 7%-
2025 Annual criterion-referenced target percentage7%

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 achievement24-
Science achievement34-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total4.710.3-
Percentage of possible points 46%-
2024 Annual criterion-referenced target percentage46%

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 488.0 484.5 -3.5 491.0 1940Recovery Path: Declined
Lowest Performing 463.8 458.2 -5.6 468.9 290Path Forward: Declined
High Needs 483.9 478.6 -5.3 486.5 1360Recovery Path: Declined
English Learners and Former English Learners---- 6--
Low Income 484.1 479.2 -4.9 486.8 1110Recovery Path: Declined
Students with Disabilities 472.5 467.9 -4.6 475.0 660Recovery Path: Declined
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander-------
White 489.2 486.5 -2.7 492.3 1640Recovery 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 493.2 491.2 -2.0 496.0 1930Recovery Path: Declined
Lowest Performing 465.6 468.8 3.2 470.3 292Recovery Path: Improved Below Target
High Needs 490.0 486.1 -3.9 492.4 1350Recovery Path: Declined
English Learners and Former English Learners---- 6--
Low Income 489.8 488.3 -1.5 492.1 1100Recovery Path: Declined
Students with Disabilities 479.7 474.4 -5.3 481.8 640Recovery Path: Declined
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 17--
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 494.4 492.2 -2.2 496.6 1650Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 487.5 482.5 -5.0 490.0 470Recovery Path: Declined
Lowest Performing---- 8--
High Needs 481.0 480.1 -0.9 483.8 350Recovery Path: Declined
English Learners and Former English Learners---- 3--
Low Income 481.0 476.5 -4.5 484.3 270Recovery Path: Declined
Students with Disabilities---- 18--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 490.9 484.1 -6.8 493.5 400Recovery Path: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 40.3 1342Typical Growth - Low
Lowest Performing 32.8 291Low Growth
High Needs 38.3 941Low Growth
English Learners and Former English Learners- 5--
Low Income 36.9 791Low Growth
Students with Disabilities 30.3 441Low Growth
American Indian or Alaska Native----
Asian----
Black or African American- 1--
Hispanic or Latino- 13--
Multi-Race, Not Hispanic or Latino- 7--
Native Hawaiian or Other Pacific Islander----
White 42.9 1132Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 51.3 1343Typical Growth - High
Lowest Performing 44.7 292Typical Growth - Low
High Needs 49.0 942Typical Growth - Low
English Learners and Former English Learners- 5--
Low Income 50.5 793Typical Growth - High
Students with Disabilities 41.1 432Typical Growth - Low
American Indian or Alaska Native----
Asian----
Black or African American- 1--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 7--
Native Hawaiian or Other Pacific Islander----
White 52.2 1143Typical 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 17.7 20.4 2.7 16.2 2790Declined
Lowest Performing 26.7 27.6 0.9 22.1 290Declined
High Needs 22.7 25.4 2.7 20.3 2050Declined
English Learners and Former English Learners---- 12--
Low Income 26.0 29.2 3.2 22.8 1680Declined
Students with Disabilities 18.5 17.6 -0.9 14.9 912Improved Below Target
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 5--
Hispanic or Latino---- 31--
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 13.6 16.7 3.1 11.8 2280Declined

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 200 199100Yes 1 200 19899Yes 1 49 49100Yes 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 142 141 142 140 37 37 321 31899Yes1
English Learners and Former English Learners 6 6 6 6 3 3 15----
Low Income 117 116 117 115 29 29 263 26099Yes1
Students with Disabilities 67 67 67 65 19 19 153 15199Yes1
American Indian or Alaska Native-----------
Asian-----------
Black or African American 2 2 2 2 1 1 5----
Hispanic or Latino 18 18 18 17 5 5 41----
Multi-Race, Not Hispanic or Latino 11 11 11 10 1 1 23----
Native Hawaiian or Other Pacific Islander-----------
White 169 168 169 169 42 42 380 379100Yes1


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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