Massachusetts School and District Profiles

George H. Englesby Elementary School

Districts
Schools

2025

2025 Official Accountability Report - George H. Englesby Elementary School

Organization Information

DISTRICT NAME
Dracut (00790000)

TITLE I STATUS
Title I School

SCHOOL
George H. Englesby Elementary School (00790045)

GRADES SERVED
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
47% - Moderate progress toward targets	52

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	48%	46%
Weight	40%	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		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	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	22.5	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	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		4.2	10.3	-	3.9	7.6	-
Percentage of possible points		41%		-	51%		-
2025 Annual criterion-referenced target percentage		46%

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	0	4	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	67.5	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	22.5	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	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		2.9	10.3	-	5.2	7.6	-
Percentage of possible points		28%		-	68%		-
2024 Annual criterion-referenced target percentage		48%

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	25%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	33%
	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	2	4	-
	Science achievement	0	4	-
	Achievement total	4	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.0	10.3	-
Percentage of possible points		39%		-
2025 Annual criterion-referenced target percentage		39%

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	2	4	-
	Science achievement	0	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		2.6	10.3	-
Percentage of possible points		25%		-
2024 Annual criterion-referenced target percentage		25%

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	492.4	492.9	0.5	496.0	262	2	Recovery Path: Improved Below Target
Lowest Performing	461.8	466.0	4.2	466.9	44	2	Path Forward: Improved Below Target
High Needs	485.2	487.5	2.3	488.1	146	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	24	-	-
Low Income	485.9	487.8	1.9	488.9	111	2	Recovery Path: Improved Below Target
Students with Disabilities	470.5	473.3	2.8	473.0	57	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	495.5	492.8	-2.7	498.2	26	0	Recovery Path: Declined
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	487.8	489.2	1.4	491.2	55	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.6	494.1	0.5	496.1	155	2	Recovery 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	493.8	494.4	0.6	495.9	264	2	Path Forward: Improved Below Target
Lowest Performing	465.7	466.3	0.6	470.8	44	2	Path Forward: Improved Below Target
High Needs	486.6	487.5	0.9	489.2	147	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	24	-	-
Low Income	486.8	486.9	0.1	489.2	112	2	Path Forward: Improved Below Target
Students with Disabilities	474.7	473.1	-1.6	478.0	57	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	495.7	498.3	2.6	499.4	27	2	Path Forward: Improved Below Target
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	491.5	490.9	-0.6	494.3	55	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.7	495.2	0.5	496.8	156	2	Path Forward: 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	498.8	495.3	-3.5	501.5	90	0	Path Forward: Declined
Lowest Performing	-	-	-	-	26	-	-
High Needs	488.6	484.5	-4.1	492.0	51	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	490.4	484.7	-5.7	493.8	40	0	Path Forward: Declined
Students with Disabilities	478.0	472.0	-6.0	482.5	21	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	21	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.0	498.7	-1.3	503.0	44	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	48.4	182	2	Typical Growth - Low
Lowest Performing	41.0	44	2	Typical Growth - Low
High Needs	49.1	96	2	Typical Growth - Low
English Learners and Former English Learners	-	13	-	-
Low Income	49.9	77	2	Typical Growth - Low
Students with Disabilities	39.5	38	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	16	-	-
Black or African American	-	15	-	-
Hispanic or Latino	47.5	38	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.7	106	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	53.2	183	3	Typical Growth - High
Lowest Performing	40.7	44	2	Typical Growth - Low
High Needs	49.8	96	2	Typical Growth - Low
English Learners and Former English Learners	-	13	-	-
Low Income	47.7	77	2	Typical Growth - Low
Students with Disabilities	37.1	38	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	17	-	-
Black or African American	-	15	-	-
Hispanic or Latino	56.5	38	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.3	106	3	Typical 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	14.6	9.8	-4.8	13.3	457	4	Exceeded Target
Lowest Performing	22.2	18.2	-4.0	18.7	44	3	Met Target
High Needs	22.1	14.3	-7.8	19.5	251	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	53	-	-
Low Income	24.0	14.9	-9.1	20.3	202	4	Exceeded Target
Students with Disabilities	20.5	17.5	-3.0	17.2	80	3	Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	16.3	8.0	-8.3	13.4	50	4	Exceeded Target
Black or African American	-	-	-	-	29	-	-
Hispanic or Latino	16.3	7.1	-9.2	12.6	99	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	13.9	10.9	-3.0	12.5	265	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	274	272	99	Yes	1	274	274	100	Yes	1	92	91	99	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	155	154	155	155	53	52	363	361	99	Yes	1
English Learners and Former English Learners	30	30	30	30	8	8	68	68	100	Yes	1
Low Income	118	117	118	118	42	41	278	276	99	Yes	1
Students with Disabilities	59	59	59	59	22	21	140	139	99	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	30	29	30	30	10	10	70	69	99	Yes	1
Black or African American	18	18	18	18	8	8	44	-	-	-	-
Hispanic or Latino	59	59	59	59	21	21	139	139	100	Yes	1
Multi-Race, Not Hispanic or Latino	7	7	7	7	6	6	20	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	159	158	159	159	46	45	364	362	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