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Thomas M Balliet
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2025 Official Accountability Report - Thomas M Balliet
Organization Information
DISTRICT NAME
Springfield (02810000)		TITLE I STATUS
Title I School
SCHOOL
Thomas M Balliet (02810015)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
64% - Substantial progress toward targets29

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage87%49%
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 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----
Mathematics achievement44----
Science achievement14----
Achievement total51260.0---
GrowthEnglish language arts growth34----
Mathematics growth34----
Growth total6820.0---
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 total3410.0---
Additional indicatorsChronic absenteeism24----
Advanced coursework completion------
Additional indicators total2410.0---
Weighted total4.79.6----
Percentage of possible points 49%---
2025 Annual criterion-referenced target percentage49%

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 achievement44-44-
Mathematics achievement24-44-
Science achievement44----
Achievement total101260.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth34-24-
Growth total7820.06822.5
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 total0410.0---
Additional indicatorsChronic absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total7.79.6-7.17.6-
Percentage of possible points 80%-93%-
2024 Annual criterion-referenced target percentage87%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
41

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage77%55%
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 achievement04-
Mathematics achievement44-
Science achievement24-
Achievement total61267.5
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 total5.710.3-
Percentage of possible points 55%-
2025 Annual criterion-referenced target percentage55%

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 achievement24-
Science achievement34-
Achievement total91267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total7.910.3-
Percentage of possible points 77%-
2024 Annual criterion-referenced target percentage77%

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 487.0 485.9 -1.1 489.9 1190Recovery Path: Declined
Lowest Performing---- 19--
High Needs 485.3 483.3 -2.0 488.2 1000Recovery Path: Declined
English Learners and Former English Learners---- 22--
Low Income 485.6 483.9 -1.7 488.6 910Recovery Path: Declined
Students with Disabilities 474.6 474.9 0.3 478.7 312Path Forward: Improved Below Target
American Indian or Alaska Native-------
Asian---- 5--
Black or African American 486.7 487.0 0.3 490.0 212Path Forward: Improved Below Target
Hispanic or Latino 485.8 484.9 -0.9 489.4 720Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White---- 13--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 480.8 484.1 3.3 483.0 1204Recovery Path: Exceeded Target
Lowest Performing---- 19--
High Needs 479.0 482.5 3.5 481.0 1014Recovery Path: Exceeded Target
English Learners and Former English Learners---- 23--
Low Income 479.7 483.6 3.9 481.6 924Recovery Path: Exceeded Target
Students with Disabilities 466.6 471.5 4.9 470.3 314Path Forward: Exceeded Target
American Indian or Alaska Native-------
Asian---- 6--
Black or African American 481.9 482.5 0.6 485.4 212Path Forward: Improved Below Target
Hispanic or Latino 480.0 484.1 4.1 483.2 724Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White---- 13--

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 490.0 489.7 -0.3 494.3 361Path Forward: No Change
Lowest Performing---- 5--
High Needs 486.9 488.0 1.1 491.2 282Path Forward: Improved Below Target
English Learners and Former English Learners---- 3--
Low Income 485.5 488.2 2.7 489.6 262Path Forward: Improved Below Target
Students with Disabilities---- 12--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 7--
Hispanic or Latino---- 16--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White---- 8--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 54.8 763Typical Growth - High
Lowest Performing- 19--
High Needs 53.0 623Typical Growth - High
English Learners and Former English Learners- 11--
Low Income 53.9 553Typical Growth - High
Students with Disabilities 51.1 213Typical Growth - High
American Indian or Alaska Native----
Asian- 3--
Black or African American- 17--
Hispanic or Latino 55.9 413Typical Growth - High
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White- 10--

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 57.3 773Typical Growth - High
Lowest Performing- 19--
High Needs 58.1 633Typical Growth - High
English Learners and Former English Learners- 12--
Low Income 59.4 563Typical Growth - High
Students with Disabilities 51.3 213Typical Growth - High
American Indian or Alaska Native----
Asian- 4--
Black or African American- 17--
Hispanic or Latino 56.8 413Typical Growth - High
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White- 10--

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 50.0 53.3 3.3 55.4 303Met Target
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 29.0 28.8 -0.2 26.8 2122Improved Below Target
Lowest Performing---- 19--
High Needs 32.2 29.7 -2.5 29.7 1853Met Target
English Learners and Former English Learners---- 49--
Low Income 32.2 29.9 -2.3 29.5 1743Met Target
Students with Disabilities 39.1 32.1 -7.0 34.8 534Exceeded Target
American Indian or Alaska Native-------
Asian---- 9--
Black or African American 21.4 26.5 5.1 17.8 340Declined
Hispanic or Latino 33.6 31.1 -2.5 29.8 1322Improved Below Target
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White---- 20--

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 131 12998Yes 1 133 13198Yes 1 44 44100Yes 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 111 109 113 111 35 35 259 25598Yes1
English Learners and Former English Learners 29 27 30 28 6 6 65 6195Yes2
Low Income 102 100 103 101 32 32 237 23398Yes1
Students with Disabilities 33 32 34 33 14 14 81 7998Yes1
American Indian or Alaska Native-----------
Asian 7 7 8 8 4 4 19----
Black or African American 21 21 21 21 7 7 49 49100Yes1
Hispanic or Latino 80 78 81 79 20 20 181 17798Yes1
Multi-Race, Not Hispanic or Latino 9 9 9 9 4 4 22----
Native Hawaiian or Other Pacific Islander-----------
White 14 14 14 14 9 9 37----


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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