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Ralph Talbot
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2025 Official Accountability Report - Ralph Talbot
Organization Information
DISTRICT NAME
Weymouth (03360000)		TITLE I STATUS
Title I School
SCHOOL
Ralph Talbot (03360085)		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
54% - Substantial progress toward targets57

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage93%28%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		54%
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 achievement24-24-
Mathematics achievement04-04-
Science achievement04----
Achievement total21267.52867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-24-
Growth total4822.55822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total2.310.3-2.67.6-
Percentage of possible points 22%-34%-
2025 Annual criterion-referenced target percentage28%

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 achievement44----
Science achievement44----
Achievement total121267.5---
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 absenteeism14----
Advanced coursework completion------
Additional indicators total1410.0---
Weighted total9.610.3----
Percentage of possible points 93%---
2024 Annual criterion-referenced target percentage93%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
51

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage83%9%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		38%
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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
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 total0.910.3-
Percentage of possible points 9%-
2025 Annual criterion-referenced target percentage9%

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 growth34-
Mathematics growth44-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total6.37.6-
Percentage of possible points 83%-
2024 Annual criterion-referenced target percentage83%

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 498.6 498.9 0.3 502.4 1302Recovery Path: Improved Below Target
Lowest Performing 469.6 474.0 4.4 477.2 202Recovery Path: Improved Below Target
High Needs 489.2 487.8 -1.4 493.5 630Recovery Path: Declined
English Learners and Former English Learners---- 17--
Low Income 490.7 491.1 0.4 495.3 442Recovery Path: Improved Below Target
Students with Disabilities 472.3 473.1 0.8 476.6 232Recovery Path: Improved Below Target
American Indian or Alaska Native-------
Asian---- 11--
Black or African American---- 11--
Hispanic or Latino---- 12--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 502.4 500.0 -2.4 506.2 870Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 504.4 503.2 -1.2 506.5 1300Path Forward: Declined
Lowest Performing 482.2 479.6 -2.6 486.9 200Recovery Path: Declined
High Needs 495.6 492.3 -3.3 498.2 630Path Forward: Declined
English Learners and Former English Learners---- 17--
Low Income 495.0 491.4 -3.6 497.4 440Path Forward: Declined
Students with Disabilities 486.4 481.4 -5.0 489.7 230Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 11--
Black or African American---- 11--
Hispanic or Latino---- 12--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 508.5 504.9 -3.6 510.6 870Path 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 495.7 493.4 -2.3 498.4 400Path Forward: Declined
Lowest Performing---- 10--
High Needs 483.4 479.8 -3.6 486.8 200Path Forward: Declined
English Learners and Former English Learners---- 3--
Low Income---- 17--
Students with Disabilities---- 6--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 2--
Hispanic or Latino---- 7--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 499.6 501.4 1.8 502.6 282Path Forward: Improved Below Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 47.2 842Typical Growth - Low
Lowest Performing 50.1 203Typical Growth - High
High Needs 45.4 422Typical Growth - Low
English Learners and Former English Learners- 10--
Low Income 47.2 312Typical Growth - Low
Students with Disabilities- 16--
American Indian or Alaska Native----
Asian- 4--
Black or African American- 7--
Hispanic or Latino- 8--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 46.0 592Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 46.0 842Typical Growth - Low
Lowest Performing 43.6 202Typical Growth - Low
High Needs 47.1 422Typical Growth - Low
English Learners and Former English Learners- 10--
Low Income 44.7 312Typical Growth - Low
Students with Disabilities- 16--
American Indian or Alaska Native----
Asian- 4--
Black or African American- 7--
Hispanic or Latino- 8--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 44.2 592Typical 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 14.2 17.5 3.3 12.9 2510Declined
Lowest Performing 20.0 20.0 0.0 16.5 201No Change
High Needs 20.5 27.8 7.3 17.9 1330Declined
English Learners and Former English Learners---- 43--
Low Income 25.7 33.7 8.0 22.0 950Declined
Students with Disabilities 20.9 20.5 -0.4 17.6 442Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 16--
Black or African American---- 24--
Hispanic or Latino---- 32--
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 11.6 17.1 5.5 10.2 1640Declined

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 137 137100Yes 1 137 137100Yes 1 43 43100Yes 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 69 69 69 69 22 22 160 160100Yes1
English Learners and Former English Learners 21 21 21 21 4 4 46 46100Yes1
Low Income 48 48 48 48 19 19 115 115100Yes1
Students with Disabilities 24 24 24 24 7 7 55 55100Yes1
American Indian or Alaska Native-----------
Asian 12 12 12 12 1 1 25----
Black or African American 12 12 12 12 3 3 27----
Hispanic or Latino 14 14 14 14 8 8 36----
Multi-Race, Not Hispanic or Latino 10 10 10 10 2 2 22----
Native Hawaiian or Other Pacific Islander-----------
White 89 89 89 89 29 29 207 207100Yes1


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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