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Petersham Center
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2025 Official Accountability Report - Petersham Center
Organization Information
DISTRICT NAME
Petersham (02340000)		TITLE I STATUS
Title I School
SCHOOL
Petersham Center (02340005)		GRADES SERVED
K,01,02,03,04,05,06
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting or exceeding targets
Progress toward improvement targetsAccountability percentile
75% - Meeting or exceeding targets72

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage74%76%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		75%
Meeting or exceeding 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 achievement24-24-
Mathematics achievement24-44-
Science achievement44----
Achievement total81267.56867.5
GrowthEnglish language arts growth44-34-
Mathematics growth44-44-
Growth total8822.57822.5
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 total7.610.3-6.07.6-
Percentage of possible points 74%-79%-
2025 Annual criterion-referenced target percentage76%

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 achievement44----
Mathematics achievement24----
Science achievement------
Achievement total6867.5---
GrowthEnglish language arts growth44----
Mathematics growth34----
Growth total7822.5---
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 total5.67.6----
Percentage of possible points 74%---
2024 Annual criterion-referenced target percentage74%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
90

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage95%62%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		75%
Meeting or exceeding 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 achievement24-
Mathematics achievement24-
Science achievement---
Achievement total4867.5
GrowthEnglish language arts growth34-
Mathematics growth44-
Growth total7822.5
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 total4.77.6-
Percentage of possible points 62%-
2025 Annual criterion-referenced target percentage62%

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 achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8890.0
GrowthEnglish language arts growth---
Mathematics growth---
Growth total---
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 total7.27.6-
Percentage of possible points 95%-
2024 Annual criterion-referenced target percentage95%

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 501.4 502.3 0.9 504.3 812Recovery Path: Improved Below Target
Lowest Performing 480.1 484.3 4.2 485.2 202Path Forward: Improved Below Target
High Needs 494.5 494.6 0.1 497.3 332Path Forward: Improved Below Target
English Learners and Former English Learners---- 4--
Low Income 493.8 497.7 3.9 496.1 234Path Forward: Exceeded Target
Students with Disabilities---- 14--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 500.5 503.3 2.8 503.3 733Recovery 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 493.5 495.4 1.9 496.6 802Recovery Path: Improved Below Target
Lowest Performing 475.9 482.7 6.8 479.6 204Recovery Path: Exceeded Target
High Needs 490.4 491.0 0.6 493.0 332Path Forward: Improved Below Target
English Learners and Former English Learners---- 4--
Low Income 489.7 488.7 -1.0 492.1 230Path Forward: Declined
Students with Disabilities---- 14--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 493.9 496.4 2.5 496.8 723Recovery 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 498.8 511.7 12.9 501.5 204Path Forward: Exceeded Target
Lowest Performing---- 4--
High Needs---- 7--
English Learners and Former English Learners---- 1--
Low Income---- 6--
Students with Disabilities---- 2--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 2--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White---- 18--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 66.0 614Exceeded Typical Growth
Lowest Performing 56.2 203Typical Growth - High
High Needs 59.6 263Typical Growth - High
English Learners and Former English Learners- 2--
Low Income- 18--
Students with Disabilities- 11--
American Indian or Alaska Native----
Asian----
Black or African American- 0--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander----
White 66.7 564Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 68.2 624Exceeded Typical Growth
Lowest Performing 62.4 204Exceeded Typical Growth
High Needs 65.3 274Exceeded Typical Growth
English Learners and Former English Learners- 3--
Low Income- 19--
Students with Disabilities- 11--
American Indian or Alaska Native----
Asian----
Black or African American- 1--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander----
White 68.9 564Exceeded Typical Growth

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 27.3 13.6 -13.7 26.0 1254Exceeded Target
Lowest Performing 30.0 25.0 -5.0 26.5 204Exceeded Target
High Needs 32.7 12.8 -19.9 30.1 474Exceeded Target
English Learners and Former English Learners---- 5--
Low Income 41.9 16.2 -25.7 38.2 374Exceeded Target
Students with Disabilities---- 16--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 3--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 27.9 13.6 -14.3 26.5 1104Exceeded 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 84 8298Yes 1 84 8196Yes 1 21 21100Yes 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 33 33 33 33 7 7 73 73100Yes1
English Learners and Former English Learners 4 4 4 4 1 1 9----
Low Income 23 23 23 23 6 6 52 52100Yes1
Students with Disabilities 14 14 14 14 2 2 30----
American Indian or Alaska Native-----------
Asian-----------
Black or African American 1 1 1 1 0 0 2----
Hispanic or Latino 6 6 6 6 2 2 14----
Multi-Race, Not Hispanic or Latino 1 1 1 1 0 0 2----
Native Hawaiian or Other Pacific Islander-----------
White 76 74 76 73 19 19 171 16697Yes1


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.


Resources
Interpretive Materials Interpretive Materials
Accountability Terms Glossary of Accountability Terms

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