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2025 Official Accountability Report - Dual Language School
Organization Information
DISTRICT NAME
Waltham (03080000)		TITLE I STATUS
Title I School
SCHOOL
Dual Language School (03080001)		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
66% - Substantial progress toward targets59

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage88%52%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		66%
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 achievement24-24-
Science achievement34----
Achievement total51260.04867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-34-
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 total4410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total4.89.6-4.17.6-
Percentage of possible points 50%-54%-
2025 Annual criterion-referenced target percentage52%

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----
Mathematics achievement34----
Science achievement44----
Achievement total111260.0---
GrowthEnglish language arts growth44----
Mathematics growth34----
Growth total7820.0---
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 total0410.0---
Additional indicatorsChronic absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total8.49.6----
Percentage of possible points 88%---
2024 Annual criterion-referenced target percentage88%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
74

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage91%50%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		66%
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 achievement24-
Mathematics achievement14-
Science achievement---
Achievement total3867.5
GrowthEnglish language arts growth44-
Mathematics growth44-
Growth total8822.5
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 total3.87.6-
Percentage of possible points 50%-
2025 Annual criterion-referenced target percentage50%

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 achievement34-
Mathematics achievement44-
Science achievement---
Achievement total7867.5
GrowthEnglish language arts growth44-
Mathematics growth44-
Growth total8822.5
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 total6.97.6-
Percentage of possible points 91%-
2024 Annual criterion-referenced target percentage91%

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 493.3 492.4 -0.9 495.6 1060Path Forward: Declined
Lowest Performing 471.3 474.4 3.1 476.4 212Path Forward: Improved Below Target
High Needs 486.1 486.8 0.7 489.0 712Path Forward: Improved Below Target
English Learners and Former English Learners 484.1 484.1 0.0 486.6 601Path Forward: No Change
Low Income 483.9 486.1 2.2 486.3 523Path Forward: Met Target
Students with Disabilities---- 13--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 2--
Hispanic or Latino 487.0 487.2 0.2 489.5 792Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White---- 18--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 494.3 494.4 0.1 496.8 1062Path Forward: Improved Below Target
Lowest Performing 472.3 476.4 4.1 477.4 212Path Forward: Improved Below Target
High Needs 489.5 489.1 -0.4 492.2 711Path Forward: No Change
English Learners and Former English Learners 487.6 486.6 -1.0 491.1 600Path Forward: Declined
Low Income 485.9 488.1 2.2 488.7 522Path Forward: Improved Below Target
Students with Disabilities---- 13--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 2--
Hispanic or Latino 489.2 489.8 0.6 491.8 792Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White---- 18--

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 494.6 498.3 3.7 498.2 343Path Forward: Met Target
Lowest Performing---- 6--
High Needs---- 25--
English Learners and Former English Learners---- 22--
Low Income---- 19--
Students with Disabilities---- 5--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 26--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White---- 5--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 58.9 673Typical Growth - High
Lowest Performing 52.1 213Typical Growth - High
High Needs 60.6 464Exceeded Typical Growth
English Learners and Former English Learners 61.1 394Exceeded Typical Growth
Low Income 60.3 354Exceeded Typical Growth
Students with Disabilities- 10--
American Indian or Alaska Native----
Asian----
Black or African American- 1--
Hispanic or Latino 61.9 494Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White- 14--

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 65.4 674Exceeded Typical Growth
Lowest Performing 53.5 213Typical Growth - High
High Needs 65.0 464Exceeded Typical Growth
English Learners and Former English Learners 63.5 394Exceeded Typical Growth
Low Income 61.5 354Exceeded Typical Growth
Students with Disabilities- 10--
American Indian or Alaska Native----
Asian----
Black or African American- 1--
Hispanic or Latino 66.4 494Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White- 14--

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 45.8 51.4 5.6 48.0 724Exceeded Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 45.8 51.4 5.6 48.0 724Exceeded Target
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 7.8 9.4 1.6 6.3 1810Declined
Lowest Performing 4.8 14.3 9.5 1.0 210Declined
High Needs 10.9 11.8 0.9 8.5 1190Declined
English Learners and Former English Learners 10.5 13.5 3.0 7.0 960Declined
Low Income 9.4 12.4 3.0 6.2 890Declined
Students with Disabilities---- 23--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 5--
Hispanic or Latino 10.1 12.2 2.1 5.9 1310Declined
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White---- 33--

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 107 107100Yes 1 107 107100Yes 1 34 34100Yes 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 72 72 72 72 25 25 169 169100Yes1
English Learners and Former English Learners 61 61 61 61 22 22 144 144100Yes1
Low Income 53 53 53 53 19 19 125 125100Yes1
Students with Disabilities 13 13 13 13 5 5 31----
American Indian or Alaska Native-----------
Asian-----------
Black or African American 2 2 2 2 1 1 5----
Hispanic or Latino 80 80 80 80 26 26 186 186100Yes1
Multi-Race, Not Hispanic or Latino 7 7 7 7 2 2 16----
Native Hawaiian or Other Pacific Islander-----------
White 18 18 18 18 5 5 41----


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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