Massachusetts School and District Profiles

Thomas R Plympton Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Thomas R Plympton Elementary School

Organization Information

DISTRICT NAME
Waltham (03080000)

TITLE I STATUS
Title I School

SCHOOL
Thomas R Plympton Elementary School (03080050)

GRADES SERVED
K,01,02,03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
50% - Substantial progress toward targets	23

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	74%	34%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	50%
	Substantial progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	3	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	5	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	20.0	3	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	1	4	10.0
Weighted total		1.3	9.6	-	4.2	7.6	-
Percentage of possible points		14%		-	55%		-
2026 Annual criterion-referenced target percentage		34%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	4	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	10	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	4	4	10.0
Weighted total		7.4	9.6	-	5.4	7.6	-
Percentage of possible points		77%		-	71%		-
2025 Annual criterion-referenced target percentage		74%

Student group percentile

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

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	62%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	42%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	3	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.9	10.3	-
Percentage of possible points		28%		-
2026 Annual criterion-referenced target percentage		28%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	4	4	-
	Science achievement	2	4	-
	Achievement total	8	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		6.4	10.3	-
Percentage of possible points		62%		-
2025 Annual criterion-referenced target percentage		62%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	490.2	487.7	-2.5	493.2	165	0	Recovery Path: Declined
Lowest Performing	463.5	468.1	4.6	468.6	24	3	Path Forward: Met Target
High Needs	479.0	478.9	-0.1	481.5	112	1	Recovery Path: No Change
English Learners and Former English Learners	476.9	475.3	-1.6	480.0	62	0	Recovery Path: Declined
Low Income	476.4	478.1	1.7	479.5	79	2	Recovery Path: Improved Below Target
Students with Disabilities	474.4	474.8	0.4	477.5	34	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	472.9	475.9	3.0	476.7	70	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.1	499.3	-3.8	505.9	63	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	494.8	493.9	-0.9	497.3	164	0	Recovery Path: Declined
Lowest Performing	469.5	469.6	0.1	475.7	24	2	Recovery Path: Improved Below Target
High Needs	484.0	485.3	1.3	486.9	111	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	484.1	482.8	-1.3	487.8	62	0	Recovery Path: Declined
Low Income	481.2	483.9	2.7	484.0	78	3	Recovery Path: Met Target
Students with Disabilities	475.5	478.5	3.0	479.6	33	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	479.3	480.8	1.5	482.8	69	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.7	507.7	0.0	510.0	63	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	483.2	478.2	-5.0	486.4	48	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	10	-	-
High Needs	474.8	468.0	-6.8	478.3	33	0	Recovery Path: Declined
English Learners and Former English Learners	474.9	463.3	-11.6	478.6	22	0	Recovery Path: Declined
Low Income	469.3	463.8	-5.5	473.3	22	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	5	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	19	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.2	100	2	Typical Growth - Low
Lowest Performing	45.9	24	2	Typical Growth - Low
High Needs	46.5	63	2	Typical Growth - Low
English Learners and Former English Learners	51.0	35	3	Typical Growth - High
Low Income	44.0	37	2	Typical Growth - Low
Students with Disabilities	37.1	21	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	-	11	-	-
Hispanic or Latino	47.3	36	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.4	43	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.5	102	2	Typical Growth - Low
Lowest Performing	37.9	24	1	Low Growth
High Needs	43.4	65	2	Typical Growth - Low
English Learners and Former English Learners	40.6	38	2	Typical Growth - Low
Low Income	34.9	40	1	Low Growth
Students with Disabilities	50.2	20	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	-	11	-	-
Hispanic or Latino	35.1	37	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.3	44	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	54.1	61.6	7.5	58.1	73	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	54.1	61.6	7.5	58.1	73	4	Exceeded 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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	11.4	11.9	0.5	9.2	293	1	No Change
Lowest Performing	8.3	8.3	0.0	3.4	24	1	No Change
High Needs	13.3	16.4	3.1	10.8	189	0	Declined
English Learners and Former English Learners	15.9	11.8	-4.1	12.6	102	4	Exceeded Target
Low Income	12.1	18.3	6.2	9.4	142	0	Declined
Students with Disabilities	14.8	15.8	1.0	10.5	57	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	32	-	-
Hispanic or Latino	16.7	16.1	-0.6	12.9	118	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.6	6.1	-1.5	4.7	115	2	Improved Below Target

Assessment participation - All students
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	180	177	98	Yes	1	181	178	98	Yes	1	53	51	96	Yes	1

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	124	123	125	124	37	36	286	283	99	Yes	1
English Learners and Former English Learners	66	66	66	66	23	23	155	155	100	Yes	1
Low Income	91	90	92	91	26	25	209	206	99	Yes	1
Students with Disabilities	37	37	37	36	6	5	80	78	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	7	7	7	7	3	3	17	-	-	-	-
Black or African American	22	22	22	22	6	6	50	50	100	Yes	1
Hispanic or Latino	74	74	75	74	22	21	171	169	99	Yes	1
Multi-Race, Not Hispanic or Latino	8	7	8	8	1	1	17	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	69	67	69	67	21	20	159	154	97	Yes	1

About this report

About the Data

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.

Resources

Interpretive Materials

Glossary of Accountability Terms