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Mildred Aitken School
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2025 Official Accountability Report - Mildred Aitken School
Organization Information
DISTRICT NAME
Seekonk (02650000)		TITLE I STATUS
Non-Title I School
SCHOOL
Mildred Aitken School (02650015)		GRADES SERVED
PK,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
39% - Moderate progress toward targets71

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage53%31%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		39%
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 achievement04-24-
Mathematics achievement04-24-
Science achievement04----
Achievement total01267.54867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-24-
Growth total6822.54822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.410.3-3.67.6-
Percentage of possible points 14%-47%-
2025 Annual criterion-referenced target percentage31%

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 achievement34----
Achievement total31267.56867.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total3.810.3-5.27.6-
Percentage of possible points 37%-68%-
2024 Annual criterion-referenced target percentage53%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
77

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage32%11%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		19%
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 growth34-
Mathematics growth24-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total1.110.3-
Percentage of possible points 11%-
2025 Annual criterion-referenced target percentage11%

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 achievement34-
Achievement total31267.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total3.310.3-
Percentage of possible points 32%-
2024 Annual criterion-referenced target percentage32%

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 497.8 496.9 -0.9 501.4 2720Recovery Path: Declined
Lowest Performing 475.6 477.5 1.9 480.7 442Path Forward: Improved Below Target
High Needs 490.9 488.0 -2.9 493.3 1090Recovery Path: Declined
English Learners and Former English Learners---- 19--
Low Income 491.8 491.9 0.1 495.0 482Recovery Path: Improved Below Target
Students with Disabilities 484.4 482.5 -1.9 487.2 700Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 6--
Black or African American---- 5--
Hispanic or Latino---- 21--
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 497.4 497.3 -0.1 499.7 2271Recovery 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 503.5 502.4 -1.1 505.5 2720Recovery Path: Declined
Lowest Performing 480.0 482.1 2.1 484.3 442Recovery Path: Improved Below Target
High Needs 496.1 491.3 -4.8 498.6 1090Path Forward: Declined
English Learners and Former English Learners---- 19--
Low Income 493.6 493.5 -0.1 496.3 481Recovery Path: No Change
Students with Disabilities 492.8 487.5 -5.3 496.0 700Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 6--
Black or African American---- 5--
Hispanic or Latino---- 21--
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 503.1 502.5 -0.6 505.2 2270Recovery 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 505.3 503.3 -2.0 507.2 780Recovery Path: Declined
Lowest Performing---- 14--
High Needs 503.0 491.2 -11.8 506.5 310Path Forward: Declined
English Learners and Former English Learners---- 8--
Low Income---- 16--
Students with Disabilities---- 17--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 3--
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 504.2 504.5 0.3 506.4 642Path Forward: Improved Below Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 51.8 1753Typical Growth - High
Lowest Performing 48.5 442Typical Growth - Low
High Needs 50.5 663Typical Growth - High
English Learners and Former English Learners- 11--
Low Income 51.3 303Typical Growth - High
Students with Disabilities 47.9 392Typical Growth - Low
American Indian or Alaska Native----
Asian- 3--
Black or African American- 4--
Hispanic or Latino- 9--
Multi-Race, Not Hispanic or Latino- 10--
Native Hawaiian or Other Pacific Islander----
White 52.4 1493Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 51.9 1743Typical Growth - High
Lowest Performing 49.7 442Typical Growth - Low
High Needs 46.2 662Typical Growth - Low
English Learners and Former English Learners- 11--
Low Income 44.3 302Typical Growth - Low
Students with Disabilities 46.2 392Typical Growth - Low
American Indian or Alaska Native----
Asian- 3--
Black or African American- 4--
Hispanic or Latino- 9--
Multi-Race, Not Hispanic or Latino- 10--
Native Hawaiian or Other Pacific Islander----
White 52.7 1483Typical 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 7.3 9.7 2.4 6.2 4420Declined
Lowest Performing 11.4 13.6 2.2 8.1 440Declined
High Needs 13.6 14.2 0.6 11.5 1760Declined
English Learners and Former English Learners---- 28--
Low Income 20.4 17.6 -2.8 16.1 852Improved Below Target
Students with Disabilities 11.6 11.5 -0.1 9.1 1132Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 13--
Black or African American---- 7--
Hispanic or Latino---- 33--
Multi-Race, Not Hispanic or Latino---- 20--
Native Hawaiian or Other Pacific Islander-------
White 7.8 10.6 2.8 6.6 3680Declined

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 275 275100Yes 1 275 275100Yes 1 80 80100Yes 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 110 110 110 110 32 32 252 252100Yes1
English Learners and Former English Learners 20 20 20 20 9 9 49 49100Yes1
Low Income 49 49 49 49 17 17 115 115100Yes1
Students with Disabilities 70 70 70 70 17 17 157 157100Yes1
American Indian or Alaska Native-----------
Asian 6 6 6 6 1 1 13----
Black or African American 5 5 5 5 3 3 13----
Hispanic or Latino 22 22 22 22 7 7 51 51100Yes1
Multi-Race, Not Hispanic or Latino 13 13 13 13 4 4 30----
Native Hawaiian or Other Pacific Islander-----------
White 229 229 229 229 65 65 523 523100Yes1


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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