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Byam School
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2025 Official Accountability Report - Byam School
Organization Information
DISTRICT NAME
Chelmsford (00560000)		TITLE I STATUS
Title I School
SCHOOL
Byam School (00560030)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
58% - Substantial progress toward targets75

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage69%50%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		58%
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 achievement24-14-
Mathematics achievement04-44-
Science achievement------
Achievement total2860.05867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-44-
Growth total5820.06822.5
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 total0410.0---
Additional indicatorsChronic absenteeism24-44-
Advanced coursework completion------
Additional indicators total2410.04410.0
Weighted total2.47.2-5.17.6-
Percentage of possible points 33%-67%-
2025 Annual criterion-referenced target percentage50%

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 achievement24-04-
Mathematics achievement44-44-
Science achievement------
Achievement total6860.04867.5
GrowthEnglish language arts growth24-24-
Mathematics growth44-44-
Growth total6820.06822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total5.67.2-4.57.6-
Percentage of possible points 78%-59%-
2024 Annual criterion-referenced target percentage69%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
73

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage67%38%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		50%
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 achievement24-
Mathematics achievement04-
Science achievement---
Achievement total2867.5
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 total2.97.6-
Percentage of possible points 38%-
2025 Annual criterion-referenced target percentage38%

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 achievement14-
Mathematics achievement44-
Science achievement---
Achievement total5867.5
GrowthEnglish language arts growth24-
Mathematics growth44-
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 total5.17.6-
Percentage of possible points 67%-
2024 Annual criterion-referenced target percentage67%

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 501.7 502.2 0.5 504.6 1972Recovery Path: Improved Below Target
Lowest Performing 478.0 477.7 -0.3 484.4 231Recovery Path: No Change
High Needs 487.7 488.6 0.9 490.6 772Recovery Path: Improved Below Target
English Learners and Former English Learners 493.5 488.5 -5.0 495.9 230Path Forward: Declined
Low Income 487.0 490.4 3.4 490.3 343Recovery Path: Met Target
Students with Disabilities 480.9 480.4 -0.5 483.9 411Recovery Path: No Change
American Indian or Alaska Native-------
Asian 502.5 505.6 3.1 505.1 263Path Forward: Met Target
Black or African American---- 5--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 502.8 503.2 0.4 505.8 1362Recovery 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 505.5 503.1 -2.4 508.0 1990Recovery Path: Declined
Lowest Performing 469.2 478.9 9.7 473.7 234Recovery Path: Exceeded Target
High Needs 493.2 491.6 -1.6 495.3 790Recovery Path: Declined
English Learners and Former English Learners 502.8 495.0 -7.8 506.4 240Path Forward: Declined
Low Income 488.8 491.1 2.3 491.5 353Recovery Path: Met Target
Students with Disabilities 487.2 484.0 -3.2 489.8 410Recovery Path: Declined
American Indian or Alaska Native-------
Asian 513.8 507.0 -6.8 517.5 273Path Forward: Met Target
Black or African American---- 5--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 505.7 504.2 -1.5 507.8 1370Path 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-------
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-------

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 47.9 932Typical Growth - Low
Lowest Performing 46.0 232Typical Growth - Low
High Needs 47.9 362Typical Growth - Low
English Learners and Former English Learners- 12--
Low Income- 10--
Students with Disabilities 41.0 212Typical Growth - Low
American Indian or Alaska Native----
Asian- 9--
Black or African American- 1--
Hispanic or Latino- 8--
Multi-Race, Not Hispanic or Latino- 8--
Native Hawaiian or Other Pacific Islander----
White 45.4 672Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 53.7 943Typical Growth - High
Lowest Performing 63.0 234Exceeded Typical Growth
High Needs 53.6 373Typical Growth - High
English Learners and Former English Learners- 13--
Low Income- 10--
Students with Disabilities 51.4 213Typical Growth - High
American Indian or Alaska Native----
Asian- 10--
Black or African American- 1--
Hispanic or Latino- 8--
Multi-Race, Not Hispanic or Latino- 8--
Native Hawaiian or Other Pacific Islander----
White 52.7 673Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 81.6 75.0 -6.6 83.8 240Declined
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 81.6 75.0 -6.6 83.8 240Declined
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 7.4 7.3 -0.1 6.1 4252Improved Below Target
Lowest Performing 4.2 4.3 0.1 1.0 234Exceeded Target
High Needs 12.7 8.1 -4.6 10.1 1614Exceeded Target
English Learners and Former English Learners 14.8 8.5 -6.3 11.8 474Exceeded Target
Low Income 16.9 14.6 -2.3 13.2 822Improved Below Target
Students with Disabilities 11.0 6.0 -5.0 7.7 834Exceeded Target
American Indian or Alaska Native-------
Asian 6.7 10.2 3.5 3.8 590Declined
Black or African American---- 17--
Hispanic or Latino---- 51--
Multi-Race, Not Hispanic or Latino---- 23--
Native Hawaiian or Other Pacific Islander---- 2--
White 5.8 5.9 0.1 4.4 2733Met 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 203 20199Yes 1 204 204100Yes 1 0----

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 81 79 82 82 0 0 163 16199Yes1
English Learners and Former English Learners 24 23 25 25 0 0 49 4898Yes1
Low Income 36 35 36 36 0 0 72 7199Yes1
Students with Disabilities 43 43 43 43 0 0 86 86100Yes1
American Indian or Alaska Native-----------
Asian 29 28 30 30 0 0 59 5898Yes1
Black or African American 6 6 6 6 0 0 12----
Hispanic or Latino 19 19 19 19 0 0 38----
Multi-Race, Not Hispanic or Latino 12 12 12 12 0 0 24----
Native Hawaiian or Other Pacific Islander-----------
White 137 136 137 137 0 0 274 273100Yes1


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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