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Hawthorne Brook
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2025 Official Accountability Report - Hawthorne Brook
Organization Information
DISTRICT NAME
North Middlesex (07350000)		TITLE I STATUS
Non-Title I School
SCHOOL
Hawthorne Brook (07350030)		GRADES SERVED
05,06,07,08
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
36% - Moderate progress toward targets31

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage43%31%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		36%
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 achievement24-14-
Mathematics achievement14-04-
Science achievement24----
Achievement total51267.51867.5
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 total4.310.3-1.67.6-
Percentage of possible points 42%-21%-
2025 Annual criterion-referenced target percentage31%

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 achievement04-24-
Mathematics achievement04-44-
Science achievement04----
Achievement total01267.56867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-34-
Growth total4822.56822.5
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 absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total1.310.3-5.67.6-
Percentage of possible points 13%-74%-
2024 Annual criterion-referenced target percentage43%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
42

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage13%35%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		26%
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 achievement24-
Achievement total41267.5
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 total3.610.3-
Percentage of possible points 35%-
2025 Annual criterion-referenced target percentage35%

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 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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total1.310.3-
Percentage of possible points 13%-
2024 Annual criterion-referenced target percentage13%

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 492.0 492.6 0.6 494.9 4222Recovery Path: Improved Below Target
Lowest Performing 469.8 469.4 -0.4 474.9 731Path Forward: No Change
High Needs 484.7 485.5 0.8 486.8 1932Recovery Path: Improved Below Target
English Learners and Former English Learners---- 19--
Low Income 487.8 487.7 -0.1 490.3 1231Recovery Path: No Change
Students with Disabilities 478.6 478.5 -0.1 482.1 1011Recovery Path: No Change
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 13--
Hispanic or Latino 479.3 481.5 2.2 481.8 353Path Forward: Met Target
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 492.8 494.1 1.3 495.6 3552Recovery 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 489.6 489.3 -0.3 492.0 4261Recovery Path: No Change
Lowest Performing 471.2 470.2 -1.0 475.2 730Recovery Path: Declined
High Needs 484.2 483.2 -1.0 486.9 1940Path Forward: Declined
English Learners and Former English Learners---- 19--
Low Income 486.3 484.5 -1.8 489.1 1230Path Forward: Declined
Students with Disabilities 479.1 478.8 -0.3 481.7 1031Recovery Path: No Change
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 13--
Hispanic or Latino 481.7 481.5 -0.2 484.3 351Path Forward: No Change
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander-------
White 490.4 490.2 -0.2 492.6 3601Recovery Path: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 492.8 494.2 1.4 496.4 2102Path Forward: Improved Below Target
Lowest Performing---- 18--
High Needs 486.3 488.1 1.8 490.1 902Path Forward: Improved Below Target
English Learners and Former English Learners---- 7--
Low Income 486.1 489.2 3.1 490.1 582Path Forward: Improved Below Target
Students with Disabilities 482.8 482.6 -0.2 485.4 511Recovery Path: No Change
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 8--
Hispanic or Latino---- 17--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 494.0 495.7 1.7 497.7 1772Path Forward: Improved Below Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 44.5 4122Typical Growth - Low
Lowest Performing 44.4 732Typical Growth - Low
High Needs 45.2 1842Typical Growth - Low
English Learners and Former English Learners- 16--
Low Income 44.5 1142Typical Growth - Low
Students with Disabilities 41.7 982Typical Growth - Low
American Indian or Alaska Native----
Asian- 6--
Black or African American- 12--
Hispanic or Latino 38.9 341Low Growth
Multi-Race, Not Hispanic or Latino- 12--
Native Hawaiian or Other Pacific Islander----
White 45.2 3482Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 44.1 4212Typical Growth - Low
Lowest Performing 44.9 732Typical Growth - Low
High Needs 44.4 1902Typical Growth - Low
English Learners and Former English Learners- 18--
Low Income 41.5 1192Typical Growth - Low
Students with Disabilities 45.3 1032Typical Growth - Low
American Indian or Alaska Native----
Asian- 7--
Black or African American- 12--
Hispanic or Latino 42.1 352Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 11--
Native Hawaiian or Other Pacific Islander----
White 44.0 3562Typical 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 13.7 14.3 0.6 12.2 4490Declined
Lowest Performing 17.1 17.8 0.7 12.5 730Declined
High Needs 18.4 19.8 1.4 16.0 2120Declined
English Learners and Former English Learners---- 23--
Low Income 23.3 24.4 1.1 20.1 1350Declined
Students with Disabilities 17.1 21.2 4.1 13.5 1130Declined
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 15--
Hispanic or Latino 36.8 26.2 -10.6 32.6 424Exceeded Target
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 12.0 12.6 0.6 10.2 3720Declined

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 437 42798Yes 1 436 43299Yes 1 214 213100Yes 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 203 198 203 200 94 93 500 49198Yes1
English Learners and Former English Learners 22 21 22 22 9 9 53 5298Yes1
Low Income 128 126 128 127 59 59 315 31299Yes1
Students with Disabilities 107 103 107 105 53 52 267 26097Yes1
American Indian or Alaska Native-----------
Asian 7 7 7 7 3 3 17----
Black or African American 15 15 15 15 10 10 40----
Hispanic or Latino 38 37 38 38 18 18 94 9399Yes1
Multi-Race, Not Hispanic or Latino 12 12 12 11 5 5 29----
Native Hawaiian or Other Pacific Islander-----------
White 365 356 364 361 178 177 907 89499Yes1


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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