Massachusetts School and District Profiles

Cyrus Peirce

Districts
Schools

2025

2025 Official Accountability Report - Cyrus Peirce

Organization Information

DISTRICT NAME
Nantucket (01970000)

TITLE I STATUS
Title I School

SCHOOL
Cyrus Peirce (01970010)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
67% - Substantial progress toward targets	38

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	48%	80%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	67%
	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)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-	4	4	-
	Mathematics achievement	2	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	6	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		7.4	9.6	-	6.3	7.6	-
Percentage of possible points		77%		-	83%		-
2025 Annual criterion-referenced target percentage		80%

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	3	4	-	3	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	5	12	60.0	5	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		3.8	9.6	-	4.3	7.6	-
Percentage of possible points		40%		-	57%		-
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	42%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	51%
	Substantial 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	3	4	-
	Mathematics achievement	1	4	-
	Science achievement	2	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	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		5.8	10.3	-
Percentage of possible points		56%		-
2025 Annual criterion-referenced target percentage		56%

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	4	4	-
	Science achievement	1	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		4.3	10.3	-
Percentage of possible points		42%		-
2024 Annual criterion-referenced target percentage		42%

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	485.8	488.8	3.0	489.3	339	3	Recovery Path: Met Target
Lowest Performing	455.6	463.2	7.6	460.7	52	4	Path Forward: Exceeded Target
High Needs	476.2	477.3	1.1	477.8	195	3	Recovery Path: Met Target
English Learners and Former English Learners	466.6	469.6	3.0	469.7	91	3	Recovery Path: Met Target
Low Income	477.1	479.0	1.9	479.9	137	2	Recovery Path: Improved Below Target
Students with Disabilities	472.7	471.8	-0.9	475.1	68	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	483.7	491.4	7.7	487.0	24	4	Path Forward: Exceeded Target
Hispanic or Latino	472.1	476.6	4.5	474.0	153	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.6	500.3	2.7	500.0	141	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	487.4	488.7	1.3	489.9	336	2	Recovery Path: Improved Below Target
Lowest Performing	465.5	469.8	4.3	470.3	52	3	Recovery Path: Met Target
High Needs	481.2	480.9	-0.3	483.1	192	1	Recovery Path: No Change
English Learners and Former English Learners	476.3	478.7	2.4	478.7	89	3	Recovery Path: Met Target
Low Income	481.7	481.2	-0.5	483.6	135	1	Recovery Path: No Change
Students with Disabilities	474.3	476.8	2.5	477.7	65	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	484.3	487.1	2.8	487.6	24	3	Path Forward: Met Target
Hispanic or Latino	478.5	479.4	0.9	480.3	151	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.2	498.0	2.8	497.4	140	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	492.5	498.3	5.8	496.1	102	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	25	-	-
High Needs	484.9	486.9	2.0	488.7	57	2	Path Forward: Improved Below Target
English Learners and Former English Learners	475.1	479.7	4.6	479.2	25	3	Path Forward: Met Target
Low Income	485.7	490.2	4.5	489.7	42	3	Path Forward: Met Target
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	480.9	488.1	7.2	484.5	49	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.7	508.3	7.6	504.4	40	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	52.4	316	3	Typical Growth - High
Lowest Performing	51.1	52	3	Typical Growth - High
High Needs	50.2	176	3	Typical Growth - High
English Learners and Former English Learners	50.0	79	3	Typical Growth - High
Low Income	48.8	122	2	Typical Growth - Low
Students with Disabilities	46.9	64	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	62.1	20	4	Exceeded Typical Growth
Hispanic or Latino	51.5	141	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.9	135	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	56.1	318	3	Typical Growth - High
Lowest Performing	54.7	52	3	Typical Growth - High
High Needs	54.9	178	3	Typical Growth - High
English Learners and Former English Learners	58.7	81	3	Typical Growth - High
Low Income	53.2	124	3	Typical Growth - High
Students with Disabilities	53.1	61	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	65.3	20	4	Exceeded Typical Growth
Hispanic or Latino	53.7	143	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.0	135	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	35.5	55.8	20.3	40.7	43	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	35.5	55.8	20.3	40.7	43	4	Exceeded 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	21.1	13.6	-7.5	19.6	369	4	Exceeded Target
Lowest Performing	24.5	21.2	-3.3	19.9	52	2	Improved Below Target
High Needs	25.6	13.1	-12.5	23.2	221	4	Exceeded Target
English Learners and Former English Learners	22.3	12.4	-9.9	18.8	113	4	Exceeded Target
Low Income	27.7	15.5	-12.2	24.5	155	4	Exceeded Target
Students with Disabilities	26.2	16.9	-9.3	22.6	71	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	15.6	3.4	-12.2	12.0	29	4	Exceeded Target
Hispanic or Latino	22.2	12.9	-9.3	18.0	171	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	19.9	16.3	-3.6	18.1	147	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	364	363	100	Yes	1	361	360	100	Yes	1	109	108	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	219	218	216	215	64	63	499	496	99	Yes	1
English Learners and Former English Learners	112	112	111	110	31	30	254	252	99	Yes	1
Low Income	152	152	151	150	47	46	350	348	99	Yes	1
Students with Disabilities	73	72	70	69	16	16	159	157	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	0	0	8	-	-	-	-
Black or African American	27	27	27	27	9	9	63	63	100	Yes	1
Hispanic or Latino	168	168	167	166	53	52	388	386	99	Yes	1
Multi-Race, Not Hispanic or Latino	18	18	18	18	6	6	42	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	147	146	145	145	41	41	333	332	100	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