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Chace Street
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2025 Official Accountability Report - Chace Street
Organization Information
DISTRICT NAME
Somerset (02730000)		TITLE I STATUS
Non-Title I School
SCHOOL
Chace Street (02730005)		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
61% - Substantial progress toward targets62

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage22%87%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		61%
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 achievement44-44-
Mathematics achievement34-44-
Science achievement24----
Achievement total91267.58867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-34-
Growth total7822.56822.5
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 total8.110.3-7.27.6-
Percentage of possible points 79%-95%-
2025 Annual criterion-referenced target percentage87%

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 achievement04-04-
Mathematics achievement04-14-
Science achievement24----
Achievement total21267.51867.5
GrowthEnglish language arts growth34-14-
Mathematics growth24-14-
Growth total5822.52822.5
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 absenteeism14-34-
Advanced coursework completion------
Additional indicators total1410.03410.0
Weighted total2.610.3-1.47.6-
Percentage of possible points 25%-18%-
2024 Annual criterion-referenced target percentage22%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
65

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage22%91%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		64%
Substantial 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 achievement44-
Mathematics achievement44-
Science achievement34-
Achievement total111267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total9.410.3-
Percentage of possible points 91%-
2025 Annual criterion-referenced target percentage91%

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 achievement24-
Achievement total21267.5
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 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 492.0 498.7 6.7 494.3 1524Recovery Path: Exceeded Target
Lowest Performing 469.3 476.1 6.8 474.1 234Recovery Path: Exceeded Target
High Needs 483.2 492.0 8.8 486.0 694Path Forward: Exceeded Target
English Learners and Former English Learners---- 6--
Low Income 487.1 496.7 9.6 489.4 474Path Forward: Exceeded Target
Students with Disabilities 475.5 483.9 8.4 478.4 324Path Forward: Exceeded Target
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 491.6 498.2 6.6 494.0 1284Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 492.6 495.2 2.6 494.8 1513Recovery Path: Met Target
Lowest Performing 464.6 472.1 7.5 469.4 234Recovery Path: Exceeded Target
High Needs 484.2 487.5 3.3 486.8 694Path Forward: Exceeded Target
English Learners and Former English Learners---- 6--
Low Income 486.9 490.0 3.1 489.3 474Path Forward: Exceeded Target
Students with Disabilities 475.1 481.5 6.4 478.4 324Path Forward: Exceeded Target
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 492.4 496.3 3.9 494.8 1274Recovery 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 496.9 497.1 0.2 499.6 502Path Forward: Improved Below Target
Lowest Performing---- 9--
High Needs 483.9 486.9 3.0 487.3 243Path Forward: Met Target
English Learners and Former English Learners---- 2--
Low Income---- 18--
Students with Disabilities---- 8--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American-------
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 496.6 498.6 2.0 499.6 422Path Forward: Improved Below Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 61.2 984Exceeded Typical Growth
Lowest Performing 57.0 233Typical Growth - High
High Needs 61.7 484Exceeded Typical Growth
English Learners and Former English Learners- 4--
Low Income 66.6 324Exceeded Typical Growth
Students with Disabilities 54.8 213Typical Growth - High
American Indian or Alaska Native----
Asian- 4--
Black or African American- 2--
Hispanic or Latino- 6--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 59.7 843Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 50.8 983Typical Growth - High
Lowest Performing 54.0 233Typical Growth - High
High Needs 52.0 483Typical Growth - High
English Learners and Former English Learners- 4--
Low Income 51.4 323Typical Growth - High
Students with Disabilities 54.8 213Typical Growth - High
American Indian or Alaska Native----
Asian- 4--
Black or African American- 2--
Hispanic or Latino- 6--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 50.9 843Typical 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 9.0 5.3 -3.7 7.7 2434Exceeded Target
Lowest Performing 4.2 0.0 -4.2 1.0 234Exceeded Target
High Needs 13.0 9.3 -3.7 10.4 1084Exceeded Target
English Learners and Former English Learners---- 7--
Low Income 12.9 10.3 -2.6 9.2 782Improved Below Target
Students with Disabilities 13.3 13.5 0.2 10.0 521No Change
American Indian or Alaska Native---- 1--
Asian---- 6--
Black or African American---- 4--
Hispanic or Latino---- 17--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 9.6 5.3 -4.3 8.2 2074Exceeded 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 154 154100Yes 1 154 15399Yes 1 51 51100Yes 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 70 70 70 70 24 24 164 164100Yes1
English Learners and Former English Learners 6 6 6 6 2 2 14----
Low Income 48 48 48 48 18 18 114 114100Yes1
Students with Disabilities 33 33 33 33 8 8 74 74100Yes1
American Indian or Alaska Native-----------
Asian 6 6 6 6 3 3 15----
Black or African American 3 3 3 3 0 0 6----
Hispanic or Latino 10 10 10 10 4 4 24----
Multi-Race, Not Hispanic or Latino 5 5 5 5 1 1 11----
Native Hawaiian or Other Pacific Islander-----------
White 130 130 130 129 43 43 303 302100Yes1


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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