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King Open
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2025
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2025 Official Accountability Report - King Open
Organization Information
DISTRICT NAME
Cambridge (00490000)		TITLE I STATUS
Title I School
SCHOOL
King Open (00490035)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
52% - Substantial progress toward targets48

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage70%39%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		52%
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 achievement04-24-
Mathematics achievement04-14-
Science achievement44----
Achievement total41260.03867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total3.99.6-2.97.6-
Percentage of possible points 41%-38%-
2025 Annual criterion-referenced target percentage39%

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 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%---
2024 Annual criterion-referenced target percentage70%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
33

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage54%42%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		47%
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 growth24-
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 total4.310.3-
Percentage of possible points 42%-
2025 Annual criterion-referenced target percentage42%

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 achievement04-
Achievement total61267.5
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 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 497.6 496.0 -1.6 500.5 1580Recovery Path: Declined
Lowest Performing 473.0 475.1 2.1 478.1 212Path Forward: Improved Below Target
High Needs 486.2 485.8 -0.4 489.2 901Recovery Path: No Change
English Learners and Former English Learners---- 16--
Low Income 486.1 484.1 -2.0 488.9 600Recovery Path: Declined
Students with Disabilities 480.8 482.1 1.3 484.0 512Recovery Path: Improved Below Target
American Indian or Alaska Native-------
Asian---- 20--
Black or African American 485.2 485.6 0.4 488.2 412Recovery Path: Improved Below Target
Hispanic or Latino---- 20--
Multi-Race, Not Hispanic or Latino---- 20--
Native Hawaiian or Other Pacific Islander-------
White 503.7 503.9 0.2 506.2 573Recovery 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 500.6 495.5 -5.1 503.1 1580Path Forward: Declined
Lowest Performing 477.2 476.9 -0.3 482.3 211Path Forward: No Change
High Needs 488.5 483.0 -5.5 491.2 900Path Forward: Declined
English Learners and Former English Learners---- 16--
Low Income 485.1 478.2 -6.9 487.9 600Path Forward: Declined
Students with Disabilities 484.9 477.5 -7.4 488.3 510Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 20--
Black or African American 488.7 480.5 -8.2 492.0 410Path Forward: Declined
Hispanic or Latino---- 20--
Multi-Race, Not Hispanic or Latino---- 20--
Native Hawaiian or Other Pacific Islander-------
White 506.8 506.2 -0.6 509.6 573Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 485.3 491.3 6.0 489.4 504Recovery Path: Exceeded Target
Lowest Performing---- 13--
High Needs 473.8 480.9 7.1 477.6 294Path Forward: Exceeded Target
English Learners and Former English Learners---- 7--
Low Income---- 17--
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian---- 6--
Black or African American---- 11--
Hispanic or Latino---- 7--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White---- 19--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 45.2 952Typical Growth - Low
Lowest Performing 43.5 212Typical Growth - Low
High Needs 44.1 492Typical Growth - Low
English Learners and Former English Learners- 11--
Low Income 38.9 301Low Growth
Students with Disabilities 34.9 251Low Growth
American Indian or Alaska Native----
Asian- 13--
Black or African American 33.8 201Low Growth
Hispanic or Latino- 10--
Multi-Race, Not Hispanic or Latino- 12--
Native Hawaiian or Other Pacific Islander----
White 54.1 403Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 47.2 982Typical Growth - Low
Lowest Performing 48.0 212Typical Growth - Low
High Needs 47.6 522Typical Growth - Low
English Learners and Former English Learners- 14--
Low Income 45.6 312Typical Growth - Low
Students with Disabilities 46.0 252Typical Growth - Low
American Indian or Alaska Native----
Asian- 14--
Black or African American 39.4 201Low Growth
Hispanic or Latino- 11--
Multi-Race, Not Hispanic or Latino- 13--
Native Hawaiian or Other Pacific Islander----
White 50.1 403Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 80.0 91.7 11.7 82.2 244Exceeded Target
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 16.6 14.9 -1.7 15.1 3023Met Target
Lowest Performing 13.6 14.3 0.7 9.0 210Declined
High Needs 19.1 22.1 3.0 16.7 1720Declined
English Learners and Former English Learners---- 49--
Low Income 24.4 28.6 4.2 21.2 1260Declined
Students with Disabilities 19.8 26.4 6.6 16.2 870Declined
American Indian or Alaska Native-------
Asian---- 35--
Black or African American 23.4 17.9 -5.5 19.8 674Exceeded Target
Hispanic or Latino---- 50--
Multi-Race, Not Hispanic or Latino---- 43--
Native Hawaiian or Other Pacific Islander-------
White 11.7 9.3 -2.4 9.9 1074Exceeded 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 167 167100Yes 1 166 166100Yes 1 51 51100Yes 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 96 95 95 29 29 220 220100Yes1
English Learners and Former English Learners 21 21 21 21 7 7 49 49100Yes1
Low Income 65 65 64 64 17 17 146 146100Yes1
Students with Disabilities 51 51 51 51 15 15 117 117100Yes1
American Indian or Alaska Native-----------
Asian 21 21 21 21 6 6 48 48100Yes1
Black or African American 45 45 44 44 12 12 101 101100Yes1
Hispanic or Latino 20 20 20 20 7 7 47 47100Yes1
Multi-Race, Not Hispanic or Latino 21 21 21 21 7 7 49 49100Yes1
Native Hawaiian or Other Pacific Islander-----------
White 60 60 60 60 19 19 139 139100Yes1


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.


Resources
Interpretive Materials Interpretive Materials
Accountability Terms Glossary of Accountability Terms

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