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Madeline English School
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2025 Official Accountability Report - Madeline English School
Organization Information
DISTRICT NAME
Everett (00930000)		TITLE I STATUS
Title I School
SCHOOL
Madeline English School (00930018)		GRADES SERVED
K,01,02,03,04,05,06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools
Progress toward improvement targetsAccountability percentile
56% - Substantial progress toward targets10

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage31%73%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		56%
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 achievement44-44-
Mathematics achievement04-44-
Science achievement24----
Achievement total61260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5820.05822.5
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 total2410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total5.29.6-6.97.6-
Percentage of possible points 54%-91%-
2025 Annual criterion-referenced target percentage73%

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 achievement04-24-
Mathematics achievement04-24-
Science achievement04----
Achievement total01260.04867.5
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 total3410.0---
Additional indicatorsChronic absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total1.39.6-3.67.6-
Percentage of possible points 14%-47%-
2024 Annual criterion-referenced target percentage31%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
13

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage11%48%
Weight40%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)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-
Mathematics achievement04-
Science achievement24-
Achievement total51267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 total4.910.3-
Percentage of possible points 48%-
2025 Annual criterion-referenced target percentage48%

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 achievement04-
Science achievement04-
Achievement total01267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total1.110.3-
Percentage of possible points 11%-
2024 Annual criterion-referenced target percentage11%

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 474.7 478.1 3.4 477.3 4544Recovery Path: Exceeded Target
Lowest Performing 450.4 458.6 8.2 455.5 784Path Forward: Exceeded Target
High Needs 472.6 475.3 2.7 475.0 3793Recovery Path: Met Target
English Learners and Former English Learners 468.8 471.6 2.8 472.0 2123Recovery Path: Met Target
Low Income 473.2 475.5 2.3 475.8 3203Recovery Path: Met Target
Students with Disabilities 464.3 465.6 1.3 467.1 972Recovery Path: Improved Below Target
American Indian or Alaska Native---- 1--
Asian 496.7 499.5 2.8 499.8 263Recovery Path: Met Target
Black or African American 474.8 475.8 1.0 477.5 422Recovery Path: Improved Below Target
Hispanic or Latino 470.7 475.7 5.0 474.5 3054Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 483.9 482.4 -1.5 486.5 730Recovery 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 480.1 479.4 -0.7 482.5 4530Recovery Path: Declined
Lowest Performing 454.3 460.7 6.4 459.2 784Recovery Path: Exceeded Target
High Needs 478.3 476.7 -1.6 481.6 3780Path Forward: Declined
English Learners and Former English Learners 475.3 474.6 -0.7 478.0 2110Recovery Path: Declined
Low Income 478.8 477.1 -1.7 481.5 3200Recovery Path: Declined
Students with Disabilities 468.8 465.6 -3.2 471.2 970Recovery Path: Declined
American Indian or Alaska Native---- 1--
Asian 503.9 504.0 0.1 507.0 262Recovery Path: Improved Below Target
Black or African American 480.9 480.5 -0.4 484.1 421Recovery Path: No Change
Hispanic or Latino 476.6 476.6 0.0 479.2 3041Recovery Path: No Change
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 486.7 482.8 -3.9 489.1 730Recovery 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 477.9 480.5 2.6 482.2 1652Path Forward: Improved Below Target
Lowest Performing---- 37--
High Needs 475.9 477.0 1.1 480.2 1342Path Forward: Improved Below Target
English Learners and Former English Learners 471.7 474.8 3.1 475.9 772Path Forward: Improved Below Target
Low Income 476.1 478.4 2.3 480.2 1112Path Forward: Improved Below Target
Students with Disabilities 470.1 467.1 -3.0 472.6 300Recovery Path: Declined
American Indian or Alaska Native---- 1--
Asian---- 14--
Black or African American---- 9--
Hispanic or Latino 475.0 476.6 1.6 478.9 1152Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 489.9 481.0 -8.9 494.8 250Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 52.4 3603Typical Growth - High
Lowest Performing 50.2 783Typical Growth - High
High Needs 52.0 2913Typical Growth - High
English Learners and Former English Learners 52.6 1603Typical Growth - High
Low Income 51.5 2453Typical Growth - High
Students with Disabilities 48.8 762Typical Growth - Low
American Indian or Alaska Native- 1--
Asian 60.1 214Exceeded Typical Growth
Black or African American 47.5 352Typical Growth - Low
Hispanic or Latino 53.5 2383Typical Growth - High
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 49.9 602Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.7 3642Typical Growth - Low
Lowest Performing 48.8 782Typical Growth - Low
High Needs 49.8 2952Typical Growth - Low
English Learners and Former English Learners 53.1 1643Typical Growth - High
Low Income 50.5 2483Typical Growth - High
Students with Disabilities 42.4 762Typical Growth - Low
American Indian or Alaska Native- 1--
Asian 59.4 213Typical Growth - High
Black or African American 50.4 373Typical Growth - High
Hispanic or Latino 49.8 2402Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 47.5 602Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 40.9 41.8 0.9 46.3 2752Improved Below Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 40.9 41.8 0.9 46.3 2752Improved Below Target
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 30.9 25.7 -5.2 28.7 7354Exceeded Target
Lowest Performing 32.2 24.4 -7.8 27.3 784Exceeded Target
High Needs 31.6 27.3 -4.3 29.1 6444Exceeded Target
English Learners and Former English Learners 31.0 25.4 -5.6 27.7 4134Exceeded Target
Low Income 32.1 27.7 -4.4 29.4 5634Exceeded Target
Students with Disabilities 34.5 38.1 3.6 30.2 1180Declined
American Indian or Alaska Native---- 1--
Asian 6.7 6.5 -0.2 3.5 314Exceeded Target
Black or African American 23.7 16.5 -7.2 20.1 794Exceeded Target
Hispanic or Latino 32.6 26.9 -5.7 28.8 5104Exceeded Target
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 34.0 30.2 -3.8 31.1 1064Exceeded 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 506 504100Yes 1 510 50799Yes 1 184 18399Yes 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 430 428 434 431 153 152 1,017 1,01199Yes1
English Learners and Former English Learners 253 253 255 254 94 94 602 601100Yes1
Low Income 369 368 372 371 129 128 870 867100Yes1
Students with Disabilities 99 98 101 100 32 31 232 22999Yes1
American Indian or Alaska Native 2 2 2 2 1 1 5----
Asian 26 26 26 26 14 14 66 66100Yes1
Black or African American 47 47 47 47 14 14 108 108100Yes1
Hispanic or Latino 345 344 348 346 127 127 820 817100Yes1
Multi-Race, Not Hispanic or Latino 7 7 7 7 1 1 15----
Native Hawaiian or Other Pacific Islander-----------
White 79 78 80 79 27 26 186 18398Yes1


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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