Massachusetts School and District Profiles

Joseph A Campbell Elementary

Districts
Schools

2025

2025 Official Accountability Report - Joseph A Campbell Elementary

Organization Information

DISTRICT NAME
Dracut (00790000)

TITLE I STATUS
Non-Title I School

SCHOOL
Joseph A Campbell Elementary (00790020)

GRADES SERVED
PK,K,01,02,03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
40% - Moderate progress toward targets	49

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	56%	30%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	40%
	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)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-	0	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	60.0	2	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	20.0	2	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		3.0	9.6	-	2.2	7.6	-
Percentage of possible points		31%		-	29%		-
2025 Annual criterion-referenced target percentage		30%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	3	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		5.4	10.3	-	4.5	7.6	-
Percentage of possible points		52%		-	59%		-
2024 Annual criterion-referenced target percentage		56%

Student group percentile

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

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	24%	45%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	37%
	Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	3	4	-
	Science achievement	0	4	-
	Achievement total	5	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		4.6	10.3	-
Percentage of possible points		45%		-
2025 Annual criterion-referenced target percentage		45%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		2.5	10.3	-
Percentage of possible points		24%		-
2024 Annual criterion-referenced target percentage		24%

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	494.5	494.1	-0.4	497.7	279	1	Recovery Path: No Change
Lowest Performing	470.9	468.9	-2.0	476.0	43	0	Path Forward: Declined
High Needs	484.0	485.3	1.3	486.8	108	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	489.9	491.3	1.4	492.4	27	2	Path Forward: Improved Below Target
Low Income	486.3	488.0	1.7	490.4	63	2	Recovery Path: Improved Below Target
Students with Disabilities	471.8	473.1	1.3	474.6	46	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	19	-	-
Black or African American	491.3	493.8	2.5	494.6	22	2	Path Forward: Improved Below Target
Hispanic or Latino	493.5	488.6	-4.9	496.0	27	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.2	494.9	-0.3	498.0	210	1	Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	495.6	496.8	1.2	498.3	279	2	Recovery Path: Improved Below Target
Lowest Performing	466.4	467.0	0.6	471.5	43	2	Path Forward: Improved Below Target
High Needs	483.6	485.9	2.3	486.0	109	3	Recovery Path: Met Target
English Learners and Former English Learners	490.2	490.1	-0.1	493.7	28	1	Path Forward: No Change
Low Income	486.1	486.7	0.6	488.4	63	2	Recovery Path: Improved Below Target
Students with Disabilities	470.6	474.5	3.9	473.1	46	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	20	-	-
Black or African American	491.7	493.0	1.3	495.0	22	2	Path Forward: Improved Below Target
Hispanic or Latino	492.9	489.8	-3.1	495.5	27	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.4	498.0	1.6	498.9	209	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	496.9	492.3	-4.6	499.3	84	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	23	-	-
High Needs	489.6	478.0	-11.6	492.4	29	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.7	493.9	-3.8	501.4	68	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	40.6	180	2	Typical Growth - Low
Lowest Performing	35.7	43	1	Low Growth
High Needs	41.9	68	2	Typical Growth - Low
English Learners and Former English Learners	-	12	-	-
Low Income	40.1	43	2	Typical Growth - Low
Students with Disabilities	42.1	29	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	8	-	-
Black or African American	-	11	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.4	142	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	44.6	179	2	Typical Growth - Low
Lowest Performing	38.2	43	1	Low Growth
High Needs	41.8	68	2	Typical Growth - Low
English Learners and Former English Learners	-	12	-	-
Low Income	40.2	43	2	Typical Growth - Low
Students with Disabilities	38.6	29	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	8	-	-
Black or African American	-	11	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.0	141	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	87.9	63.0	-24.9	90.1	27	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	87.9	63.0	-24.9	90.1	27	0	Declined
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	16.1	11.7	-4.4	14.6	461	4	Exceeded Target
Lowest Performing	20.0	7.0	-13.0	15.4	43	4	Exceeded Target
High Needs	24.5	22.0	-2.5	22.1	186	3	Met Target
English Learners and Former English Learners	14.6	8.5	-6.1	11.1	47	4	Exceeded Target
Low Income	29.9	27.6	-2.3	26.7	116	2	Improved Below Target
Students with Disabilities	26.9	21.3	-5.6	23.3	80	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	42	-	-
Black or African American	16.3	18.4	2.1	12.7	38	0	Declined
Hispanic or Latino	16.7	7.8	-8.9	12.5	51	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	15.3	9.5	-5.8	13.5	328	4	Exceeded Target

Assessment participation - All students
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	290	287	99	Yes	1	290	287	99	Yes	1	87	87	100	Yes	1

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	116	114	116	115	30	30	262	259	99	Yes	1
English Learners and Former English Learners	31	30	31	31	4	4	66	65	98	Yes	1
Low Income	68	68	68	68	18	18	154	154	100	Yes	1
Students with Disabilities	47	46	47	46	14	14	108	106	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	20	19	20	20	3	3	43	42	98	Yes	1
Black or African American	24	24	24	24	5	5	53	53	100	Yes	1
Hispanic or Latino	30	30	30	30	9	9	69	69	100	Yes	1
Multi-Race, Not Hispanic or Latino	1	1	1	1	0	0	2	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	215	213	215	212	70	70	500	495	99	Yes	1

About this report

About the Data

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

Glossary of Accountability Terms