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Atherton Hough
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2025 Official Accountability Report - Atherton Hough
Organization Information
DISTRICT NAME
Quincy (02430000)		TITLE I STATUS
Non-Title I School
SCHOOL
Atherton Hough (02430040)		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
30% - Moderate progress toward targets29

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage45%20%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		30%
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 achievement04-24-
Science achievement04----
Achievement total01267.52867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-24-
Growth total4822.53822.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total0.910.3-2.47.6-
Percentage of possible points 9%-32%-
2025 Annual criterion-referenced target percentage20%

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 achievement04-44-
Science achievement04----
Achievement total01267.56867.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-44-
Growth total5822.57822.5
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 absenteeism44-14-
Advanced coursework completion------
Additional indicators total4410.01410.0
Weighted total1.510.3-5.77.6-
Percentage of possible points 15%-75%-
2024 Annual criterion-referenced target percentage45%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
27

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage19%9%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		13%
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total0.910.3-
Percentage of possible points 9%-
2025 Annual criterion-referenced target percentage9%

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 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 total2.010.3-
Percentage of possible points 19%-
2024 Annual criterion-referenced target percentage19%

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 488.6 487.5 -1.1 491.8 1310Recovery Path: Declined
Lowest Performing 472.6 470.9 -1.7 478.8 210Recovery Path: Declined
High Needs 482.3 479.6 -2.7 485.3 790Recovery Path: Declined
English Learners and Former English Learners---- 21--
Low Income 482.6 479.0 -3.6 486.9 440Recovery Path: Declined
Students with Disabilities 480.2 478.0 -2.2 483.4 660Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 13--
Black or African American---- 4--
Hispanic or Latino---- 12--
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander---- 1--
White 490.7 490.5 -0.2 493.3 881Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 489.1 486.8 -2.3 491.5 1310Recovery Path: Declined
Lowest Performing 467.8 471.8 4.0 474.5 212Recovery Path: Improved Below Target
High Needs 483.9 478.6 -5.3 486.1 790Recovery Path: Declined
English Learners and Former English Learners---- 21--
Low Income 482.8 475.2 -7.6 485.2 440Recovery Path: Declined
Students with Disabilities 482.2 476.0 -6.2 485.5 660Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 13--
Black or African American---- 4--
Hispanic or Latino---- 12--
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander---- 1--
White 491.0 488.9 -2.1 492.6 880Recovery 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 489.2 485.8 -3.4 491.9 460Path Forward: Declined
Lowest Performing---- 9--
High Needs 483.2 477.1 -6.1 486.6 270Path Forward: Declined
English Learners and Former English Learners---- 9--
Low Income---- 19--
Students with Disabilities---- 21--
American Indian or Alaska Native-------
Asian---- 6--
Black or African American---- 3--
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 492.7 491.0 -1.7 495.7 300Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 48.9 962Typical Growth - Low
Lowest Performing 39.7 211Low Growth
High Needs 44.3 562Typical Growth - Low
English Learners and Former English Learners- 14--
Low Income 43.7 342Typical Growth - Low
Students with Disabilities 43.4 472Typical Growth - Low
American Indian or Alaska Native----
Asian- 8--
Black or African American- 4--
Hispanic or Latino- 9--
Multi-Race, Not Hispanic or Latino- 8--
Native Hawaiian or Other Pacific Islander- 1--
White 48.5 662Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 45.8 962Typical Growth - Low
Lowest Performing 49.2 212Typical Growth - Low
High Needs 41.8 562Typical Growth - Low
English Learners and Former English Learners- 14--
Low Income 37.0 341Low Growth
Students with Disabilities 41.9 472Typical Growth - Low
American Indian or Alaska Native----
Asian- 8--
Black or African American- 4--
Hispanic or Latino- 9--
Multi-Race, Not Hispanic or Latino- 8--
Native Hawaiian or Other Pacific Islander- 1--
White 45.9 662Typical Growth - Low

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 8.1 10.5 2.4 6.8 2290Declined
Lowest Performing 9.1 0.0 -9.1 5.6 214Exceeded Target
High Needs 10.4 15.5 5.1 7.8 1290Declined
English Learners and Former English Learners---- 36--
Low Income 15.1 25.0 9.9 11.4 760Declined
Students with Disabilities 8.5 8.6 0.1 5.2 931No Change
American Indian or Alaska Native-------
Asian---- 23--
Black or African American---- 13--
Hispanic or Latino---- 22--
Multi-Race, Not Hispanic or Latino---- 20--
Native Hawaiian or Other Pacific Islander---- 1--
White 9.4 8.7 -0.7 8.0 1502Improved Below 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 137 13699Yes 1 138 13799Yes 1 50 50100Yes 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 85 84 86 85 31 31 202 20099Yes1
English Learners and Former English Learners 22 22 22 22 9 9 53 53100Yes1
Low Income 50 49 51 50 23 23 124 12298Yes1
Students with Disabilities 69 69 70 70 25 25 164 164100Yes1
American Indian or Alaska Native-----------
Asian 13 13 13 13 6 6 32----
Black or African American 5 5 5 5 4 4 14----
Hispanic or Latino 13 13 13 13 5 5 31----
Multi-Race, Not Hispanic or Latino 15 15 15 15 4 4 34----
Native Hawaiian or Other Pacific Islander 1 1 1 1 0 0 2----
White 90 89 91 90 31 31 212 21099Yes1


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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