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Elizabeth S Brown
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2025 Official Accountability Report - Elizabeth S Brown
Organization Information
DISTRICT NAME
Swansea (02920000)		TITLE I STATUS
Non-Title I School
SCHOOL
Elizabeth S Brown (02920006)		GRADES SERVED
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
42% - Moderate progress toward targets52

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage51%35%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		42%
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 achievement24-24-
Mathematics achievement04-24-
Science achievement04----
Achievement total21267.54867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 total2.310.3-3.67.6-
Percentage of possible points 22%-47%-
2025 Annual criterion-referenced target percentage35%

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 achievement44-24-
Science achievement44----
Achievement total81267.52867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5822.54822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total6.910.3-2.77.6-
Percentage of possible points 67%-36%-
2024 Annual criterion-referenced target percentage51%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
34

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage64%24%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		40%
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 achievement24-
Mathematics achievement04-
Science achievement04-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total2.510.3-
Percentage of possible points 24%-
2025 Annual criterion-referenced target percentage24%

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 achievement14-
Mathematics achievement34-
Science achievement44-
Achievement total81267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total6.610.3-
Percentage of possible points 64%-
2024 Annual criterion-referenced target percentage64%

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 495.5 496.2 0.7 498.4 2782Recovery Path: Improved Below Target
Lowest Performing 469.5 471.5 2.0 474.0 442Recovery Path: Improved Below Target
High Needs 485.2 485.6 0.4 487.4 1002Recovery Path: Improved Below Target
English Learners and Former English Learners---- 2--
Low Income 488.6 490.2 1.6 491.2 692Recovery Path: Improved Below Target
Students with Disabilities 474.4 472.8 -1.6 475.9 500Recovery Path: Declined
American Indian or Alaska Native---- 2--
Asian---- 2--
Black or African American---- 5--
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 495.5 496.6 1.1 498.6 2542Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 501.0 496.5 -4.5 503.1 2770Path Forward: Declined
Lowest Performing 474.0 475.0 1.0 479.3 442Recovery Path: Improved Below Target
High Needs 489.6 483.9 -5.7 492.2 1000Path Forward: Declined
English Learners and Former English Learners---- 2--
Low Income 491.7 487.0 -4.7 493.3 690Recovery Path: Declined
Students with Disabilities 479.9 472.9 -7.0 483.2 500Path Forward: Declined
American Indian or Alaska Native---- 2--
Asian---- 2--
Black or African American---- 5--
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 501.2 497.1 -4.1 503.3 2530Path 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 503.6 493.1 -10.5 506.3 1050Path Forward: Declined
Lowest Performing---- 30--
High Needs 493.8 479.1 -14.7 497.2 320Path Forward: Declined
English Learners and Former English Learners---- 1--
Low Income 496.6 486.0 -10.6 500.0 200Path Forward: Declined
Students with Disabilities---- 20--
American Indian or Alaska Native---- 1--
Asian---- 2--
Black or African American---- 2--
Hispanic or Latino---- 2--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 503.3 493.4 -9.9 506.3 940Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 46.6 1832Typical Growth - Low
Lowest Performing 40.6 442Typical Growth - Low
High Needs 41.1 612Typical Growth - Low
English Learners and Former English Learners- 1--
Low Income 37.3 391Low Growth
Students with Disabilities 39.7 361Low Growth
American Indian or Alaska Native- 2--
Asian- 2--
Black or African American- 3--
Hispanic or Latino- 3--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 47.6 1672Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 48.0 1822Typical Growth - Low
Lowest Performing 45.5 442Typical Growth - Low
High Needs 42.8 612Typical Growth - Low
English Learners and Former English Learners- 1--
Low Income 39.6 391Low Growth
Students with Disabilities 43.0 362Typical Growth - Low
American Indian or Alaska Native- 2--
Asian- 2--
Black or African American- 3--
Hispanic or Latino- 3--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 48.9 1662Typical 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 7.3 10.7 3.4 6.0 2890Declined
Lowest Performing 11.1 13.6 2.5 7.6 440Declined
High Needs 17.5 16.0 -1.5 14.9 1062Improved Below Target
English Learners and Former English Learners---- 4--
Low Income 18.7 20.5 1.8 15.0 730Declined
Students with Disabilities 16.7 13.2 -3.5 13.4 533Met Target
American Indian or Alaska Native---- 2--
Asian---- 2--
Black or African American---- 5--
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander-------
White 6.5 11.4 4.9 5.1 2630Declined

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 285 285100Yes 1 284 284100Yes 1 106 106100Yes 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 104 104 104 104 33 33 241 241100Yes1
English Learners and Former English Learners 4 4 4 4 1 1 9----
Low Income 70 70 70 70 20 20 160 160100Yes1
Students with Disabilities 52 52 52 52 21 21 125 125100Yes1
American Indian or Alaska Native 2 2 2 2 1 1 5----
Asian 2 2 2 2 2 2 6----
Black or African American 5 5 5 5 2 2 12----
Hispanic or Latino 6 6 6 6 2 2 14----
Multi-Race, Not Hispanic or Latino 10 10 10 10 4 4 24----
Native Hawaiian or Other Pacific Islander-----------
White 260 260 259 259 95 95 614 614100Yes1


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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