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Russell St Elementary
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2025 Official Accountability Report - Russell St Elementary
Organization Information
DISTRICT NAME
Littleton (01580000)		TITLE I STATUS
Title I School
SCHOOL
Russell St Elementary (01580015)		GRADES SERVED
03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
49% - Moderate progress toward targets79

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage67%37%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		49%
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 achievement04-04-
Mathematics achievement34-24-
Science achievement04----
Achievement total31267.52867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5822.55822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total3.610.3-2.97.6-
Percentage of possible points 35%-38%-
2025 Annual criterion-referenced target percentage37%

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 achievement34-14-
Mathematics achievement24-44-
Science achievement34----
Achievement total81267.55867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6822.55822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total7.210.3-4.97.6-
Percentage of possible points 70%-65%-
2024 Annual criterion-referenced target percentage67%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
76

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage48%14%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		27%
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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total1.410.3-
Percentage of possible points 14%-
2025 Annual criterion-referenced target percentage14%

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 achievement34-
Science achievement24-
Achievement total51267.5
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 total4.910.3-
Percentage of possible points 48%-
2024 Annual criterion-referenced target percentage48%

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 503.1 501.7 -1.4 507.2 3690Recovery Path: Declined
Lowest Performing 484.3 483.7 -0.6 489.7 530Recovery Path: Declined
High Needs 491.2 489.1 -2.1 494.0 1110Path Forward: Declined
English Learners and Former English Learners 496.1 499.8 3.7 498.5 274Path Forward: Exceeded Target
Low Income 489.6 488.2 -1.4 491.9 370Path Forward: Declined
Students with Disabilities 485.0 482.5 -2.5 487.9 690Path Forward: Declined
American Indian or Alaska Native-------
Asian 509.2 509.4 0.2 511.3 714Recovery Path: Exceeded Target
Black or African American---- 8--
Hispanic or Latino---- 9--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander---- 3--
White 501.7 500.5 -1.2 503.9 2710Recovery 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 505.1 505.9 0.8 507.2 3683Path Forward: Met Target
Lowest Performing 480.7 482.6 1.9 485.1 532Recovery Path: Improved Below Target
High Needs 494.9 491.0 -3.9 497.5 1100Path Forward: Declined
English Learners and Former English Learners 505.0 507.2 2.2 508.6 273Path Forward: Met Target
Low Income 488.3 486.0 -2.3 490.7 360Path Forward: Declined
Students with Disabilities 489.7 482.3 -7.4 493.0 680Path Forward: Declined
American Indian or Alaska Native-------
Asian 516.2 517.5 1.3 519.9 714Path Forward: Exceeded Target
Black or African American---- 8--
Hispanic or Latino---- 9--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander---- 3--
White 502.5 503.9 1.4 504.1 2703Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 506.1 504.7 -1.4 508.8 1260Path Forward: Declined
Lowest Performing---- 24--
High Needs 494.8 492.1 -2.7 498.2 460Path Forward: Declined
English Learners and Former English Learners---- 10--
Low Income---- 18--
Students with Disabilities 490.5 482.7 -7.8 495.0 230Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 24--
Black or African American---- 1--
Hispanic or Latino---- 3--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander---- 2--
White 505.4 501.5 -3.9 508.4 940Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 45.9 2292Typical Growth - Low
Lowest Performing 41.6 532Typical Growth - Low
High Needs 42.1 762Typical Growth - Low
English Learners and Former English Learners 58.2 213Typical Growth - High
Low Income 41.5 282Typical Growth - Low
Students with Disabilities 36.3 401Low Growth
American Indian or Alaska Native----
Asian 53.8 433Typical Growth - High
Black or African American- 2--
Hispanic or Latino- 6--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander- 2--
White 44.9 1722Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 58.4 2283Typical Growth - High
Lowest Performing 50.5 533Typical Growth - High
High Needs 52.2 753Typical Growth - High
English Learners and Former English Learners 61.2 214Exceeded Typical Growth
Low Income 54.9 273Typical Growth - High
Students with Disabilities 42.4 392Typical Growth - Low
American Indian or Alaska Native----
Asian 63.0 434Exceeded Typical Growth
Black or African American- 2--
Hispanic or Latino- 6--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander- 2--
White 57.5 1713Typical 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 8.0 5.5 -2.5 6.7 3794Exceeded Target
Lowest Performing 5.5 3.8 -1.7 2.0 534Exceeded Target
High Needs 9.9 7.0 -2.9 7.3 1143Met Target
English Learners and Former English Learners 16.1 3.6 -12.5 13.1 284Exceeded Target
Low Income 10.5 12.5 2.0 6.8 400Declined
Students with Disabilities 6.5 8.5 2.0 3.2 710Declined
American Indian or Alaska Native-------
Asian 20.0 8.0 -12.0 17.1 754Exceeded Target
Black or African American---- 8--
Hispanic or Latino---- 11--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander---- 3--
White 5.5 5.5 0.0 4.1 2753Met 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 372 372100Yes 1 373 372100Yes 1 126 126100Yes 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 112 112 112 111 46 46 270 269100Yes1
English Learners and Former English Learners 28 28 28 28 10 10 66 66100Yes1
Low Income 37 37 37 36 18 18 92 9199Yes1
Students with Disabilities 70 70 70 69 23 23 163 16299Yes1
American Indian or Alaska Native-----------
Asian 73 73 73 73 24 24 170 170100Yes1
Black or African American 8 8 8 8 1 1 17----
Hispanic or Latino 10 10 11 11 3 3 24----
Multi-Race, Not Hispanic or Latino 7 7 7 7 2 2 16----
Native Hawaiian or Other Pacific Islander 3 3 3 3 2 2 8----
White 271 271 271 270 94 94 636 635100Yes1


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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