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George R Martin
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2025 Official Accountability Report - George R Martin
Organization Information
DISTRICT NAME
Seekonk (02650000)		TITLE I STATUS
Title I School
SCHOOL
George R Martin (02650007)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
54% - Substantial progress toward targets79

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage66%46%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		54%
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)
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 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 total1.810.3-5.67.6-
Percentage of possible points 18%-74%-
2025 Annual criterion-referenced target percentage46%

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 achievement14-24-
Mathematics achievement34-44-
Science achievement24----
Achievement total61267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-44-
Growth total7822.57822.5
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 absenteeism14-24-
Advanced coursework completion------
Additional indicators total1410.02410.0
Weighted total5.710.3-5.87.6-
Percentage of possible points 55%-76%-
2024 Annual criterion-referenced target percentage66%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
82

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage22%43%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		35%
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 achievement44-
Achievement total41267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total4.410.3-
Percentage of possible points 43%-
2025 Annual criterion-referenced target percentage43%

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 achievement14-
Science achievement04-
Achievement total11267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total2.310.3-
Percentage of possible points 22%-
2024 Annual criterion-referenced target percentage22%

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 500.1 499.5 -0.6 502.2 2240Recovery Path: Declined
Lowest Performing 477.4 478.7 1.3 482.7 362Recovery Path: Improved Below Target
High Needs 490.1 487.2 -2.9 493.0 950Recovery Path: Declined
English Learners and Former English Learners---- 18--
Low Income 494.2 491.6 -2.6 496.2 470Recovery Path: Declined
Students with Disabilities 482.9 478.6 -4.3 484.0 550Recovery Path: Declined
American Indian or Alaska Native---- 1--
Asian---- 12--
Black or African American---- 6--
Hispanic or Latino---- 16--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 500.5 499.9 -0.6 502.8 1810Recovery 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 505.4 503.2 -2.2 506.9 2240Path Forward: Declined
Lowest Performing 474.7 481.0 6.3 479.8 364Path Forward: Exceeded Target
High Needs 495.0 491.7 -3.3 497.5 950Path Forward: Declined
English Learners and Former English Learners---- 18--
Low Income 499.7 497.7 -2.0 502.1 473Path Forward: Met Target
Students with Disabilities 485.6 482.3 -3.3 488.8 550Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 12--
Black or African American---- 6--
Hispanic or Latino---- 16--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 505.9 504.3 -1.6 507.6 1810Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 504.3 502.8 -1.5 506.5 850Path Forward: Declined
Lowest Performing---- 16--
High Needs 490.6 497.1 6.5 494.1 414Path Forward: Exceeded Target
English Learners and Former English Learners---- 6--
Low Income---- 17--
Students with Disabilities---- 24--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 2--
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 506.2 503.6 -2.6 508.4 700Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 56.0 1513Typical Growth - High
Lowest Performing 49.6 362Typical Growth - Low
High Needs 51.7 713Typical Growth - High
English Learners and Former English Learners- 10--
Low Income 52.5 343Typical Growth - High
Students with Disabilities 47.3 442Typical Growth - Low
American Indian or Alaska Native----
Asian- 6--
Black or African American- 3--
Hispanic or Latino- 10--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 55.1 1273Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 58.5 1513Typical Growth - High
Lowest Performing 58.5 363Typical Growth - High
High Needs 53.3 713Typical Growth - High
English Learners and Former English Learners- 10--
Low Income 56.6 343Typical Growth - High
Students with Disabilities 51.0 443Typical Growth - High
American Indian or Alaska Native----
Asian- 6--
Black or African American- 3--
Hispanic or Latino- 10--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 58.7 1273Typical 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 11.1 8.8 -2.3 10.0 3854Exceeded Target
Lowest Performing 10.8 5.6 -5.2 7.5 364Exceeded Target
High Needs 16.5 14.1 -2.4 14.4 1703Met Target
English Learners and Former English Learners---- 34--
Low Income 20.9 18.0 -2.9 16.6 892Improved Below Target
Students with Disabilities 12.5 12.1 -0.4 10.0 912Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 21--
Black or African American---- 13--
Hispanic or Latino---- 32--
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 8.4 8.4 0.0 7.2 3081No Change

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 234 234100Yes 1 235 235100Yes 1 90 90100Yes 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 103 103 103 103 45 45 251 251100Yes1
English Learners and Former English Learners 21 21 22 22 8 8 51 51100Yes1
Low Income 53 53 53 53 20 20 126 126100Yes1
Students with Disabilities 56 56 56 56 24 24 136 136100Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 14 14 14 14 3 3 31----
Black or African American 8 8 9 9 3 3 20----
Hispanic or Latino 16 16 16 16 6 6 38----
Multi-Race, Not Hispanic or Latino 8 8 8 8 5 5 21----
Native Hawaiian or Other Pacific Islander-----------
White 187 187 187 187 73 73 447 447100Yes1


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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