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Charlotte A Dunning
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2025 Official Accountability Report - Charlotte A Dunning
Organization Information
DISTRICT NAME
Framingham (01000000)		TITLE I STATUS
Non-Title I School
SCHOOL
Charlotte A Dunning (01000007)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
39% - Moderate progress toward targets23

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage50%31%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		39%
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)
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 growth24-14-
Mathematics growth24-14-
Growth total4820.02822.5
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 absenteeism24-44-
Advanced coursework completion------
Additional indicators total2410.04410.0
Weighted total1.39.6-3.67.6-
Percentage of possible points 14%-47%-
2025 Annual criterion-referenced target percentage31%

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 achievement14-44-
Mathematics achievement04-44-
Science achievement04----
Achievement total11260.08867.5
GrowthEnglish language arts growth24-34-
Mathematics growth14-24-
Growth total3820.05822.5
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 total0410.0---
Additional indicatorsChronic absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total1.29.6-6.77.6-
Percentage of possible points 13%-88%-
2024 Annual criterion-referenced target percentage50%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
10

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage7%11%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		9%
Limited or no 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 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%-
2025 Annual criterion-referenced target percentage11%

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 growth14-
Growth total3822.5
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 total0.710.3-
Percentage of possible points 7%-
2024 Annual criterion-referenced target percentage7%

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 492.9 489.7 -3.2 495.8 1940Recovery Path: Declined
Lowest Performing 467.2 467.6 0.4 471.5 252Recovery Path: Improved Below Target
High Needs 482.6 479.3 -3.3 485.4 1140Recovery Path: Declined
English Learners and Former English Learners 480.2 478.0 -2.2 483.8 620Recovery Path: Declined
Low Income 480.8 478.1 -2.7 483.4 710Recovery Path: Declined
Students with Disabilities 475.5 472.0 -3.5 477.8 630Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 13--
Black or African American---- 10--
Hispanic or Latino 481.5 477.4 -4.1 485.3 590Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 496.6 495.4 -1.2 499.3 1020Recovery 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 488.9 484.5 -4.4 491.3 1920Recovery Path: Declined
Lowest Performing 460.1 460.4 0.3 464.6 252Recovery Path: Improved Below Target
High Needs 479.9 476.5 -3.4 482.1 1120Recovery Path: Declined
English Learners and Former English Learners 478.3 475.7 -2.6 481.1 620Recovery Path: Declined
Low Income 478.2 474.3 -3.9 481.0 700Recovery Path: Declined
Students with Disabilities 475.7 471.0 -4.7 478.1 620Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 13--
Black or African American---- 10--
Hispanic or Latino 476.6 472.3 -4.3 480.4 580Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 493.5 489.4 -4.1 495.7 1010Recovery 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 488.8 485.8 -3.0 491.5 610Path Forward: Declined
Lowest Performing---- 13--
High Needs 478.7 472.3 -6.4 482.1 360Path Forward: Declined
English Learners and Former English Learners 477.8 471.0 -6.8 481.4 210Path Forward: Declined
Low Income 475.7 471.7 -4.0 479.1 250Path Forward: Declined
Students with Disabilities---- 14--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 5--
Hispanic or Latino 475.7 467.0 -8.7 480.8 210Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 491.2 496.2 5.0 494.2 294Path Forward: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 43.1 1132Typical Growth - Low
Lowest Performing 38.2 251Low Growth
High Needs 42.2 632Typical Growth - Low
English Learners and Former English Learners 42.9 382Typical Growth - Low
Low Income 40.8 422Typical Growth - Low
Students with Disabilities 39.2 331Low Growth
American Indian or Alaska Native----
Asian- 7--
Black or African American- 6--
Hispanic or Latino 40.7 352Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 45.5 602Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 41.0 1102Typical Growth - Low
Lowest Performing 36.8 251Low Growth
High Needs 43.0 612Typical Growth - Low
English Learners and Former English Learners 47.8 372Typical Growth - Low
Low Income 43.0 392Typical Growth - Low
Students with Disabilities 35.9 341Low Growth
American Indian or Alaska Native----
Asian- 7--
Black or African American- 7--
Hispanic or Latino 42.3 342Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 37.2 581Low Growth

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 51.1 53.5 2.4 55.1 863Met Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 51.1 53.5 2.4 55.1 863Met 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 18.3 18.2 -0.1 17.0 3632Improved Below Target
Lowest Performing 42.3 32.0 -10.3 38.8 254Exceeded Target
High Needs 28.7 27.2 -1.5 26.1 2242Improved Below Target
English Learners and Former English Learners 33.3 28.4 -4.9 30.3 1344Exceeded Target
Low Income 35.0 30.7 -4.3 31.3 1504Exceeded Target
Students with Disabilities 29.1 26.4 -2.7 25.8 1062Improved Below Target
American Indian or Alaska Native-------
Asian---- 26--
Black or African American---- 21--
Hispanic or Latino 33.6 30.5 -3.1 29.9 1312Improved Below Target
Multi-Race, Not Hispanic or Latino---- 20--
Native Hawaiian or Other Pacific Islander-------
White 10.9 12.1 1.2 9.5 1650Declined

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 209 20799Yes 1 209 20598Yes 1 63 6298Yes 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 125 124 125 122 38 37 288 28398Yes1
English Learners and Former English Learners 70 70 70 70 22 22 162 162100Yes1
Low Income 80 80 80 79 26 26 186 18599Yes1
Students with Disabilities 67 66 67 65 16 15 150 14697Yes1
American Indian or Alaska Native-----------
Asian 13 13 13 13 3 3 29----
Black or African American 15 15 15 15 5 5 35----
Hispanic or Latino 63 63 63 62 22 22 148 14799Yes1
Multi-Race, Not Hispanic or Latino 11 11 11 11 3 3 25----
Native Hawaiian or Other Pacific Islander-----------
White 107 105 107 104 30 29 244 23898Yes1


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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