Massachusetts School and District Profiles

Mary E Stapleton Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Mary E Stapleton Elementary

Organization Information

DISTRICT NAME
Framingham (01000000)

TITLE I STATUS
Title I School

SCHOOL
Mary E Stapleton Elementary (01000045)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low student group performance: Hispanic or Latino

Progress toward improvement targets	Accountability percentile
53% - Substantial progress toward targets	11

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	62%	47%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	53%
	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	2	4	-	4	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	5	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		2.5	9.6	-	5.1	7.6	-
Percentage of possible points		26%		-	67%		-
2026 Annual criterion-referenced target percentage		47%

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	2	4	-	4	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	20.0	5	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	2	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		3.2	9.6	-	6.9	7.6	-
Percentage of possible points		33%		-	91%		-
2025 Annual criterion-referenced target percentage		62%

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	66%	26%
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	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		2.7	10.3	-
Percentage of possible points		26%		-
2026 Annual criterion-referenced target percentage		26%

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	4	4	-
	Mathematics achievement	2	4	-
	Science achievement	2	4	-
	Achievement total	8	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	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		6.8	10.3	-
Percentage of possible points		66%		-
2025 Annual criterion-referenced target percentage		66%

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	480.0	481.7	1.7	482.7	148	2	Recovery Path: Improved Below Target
Lowest Performing	452.4	460.1	7.7	457.5	20	4	Path Forward: Exceeded Target
High Needs	476.1	477.1	1.0	478.3	121	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	470.8	471.4	0.6	474.2	66	2	Recovery Path: Improved Below Target
Low Income	474.8	475.6	0.8	477.2	99	2	Recovery Path: Improved Below Target
Students with Disabilities	473.4	469.6	-3.8	475.9	60	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	471.4	473.1	1.7	474.9	72	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.0	491.0	-2.0	496.0	45	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	477.7	476.9	-0.8	480.2	148	0	Recovery Path: Declined
Lowest Performing	455.1	457.2	2.1	459.4	20	2	Recovery Path: Improved Below Target
High Needs	474.1	471.6	-2.5	476.2	121	0	Recovery Path: Declined
English Learners and Former English Learners	472.3	468.5	-3.8	475.1	66	0	Recovery Path: Declined
Low Income	472.1	469.5	-2.6	474.6	99	0	Recovery Path: Declined
Students with Disabilities	471.0	463.5	-7.5	473.4	60	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	469.6	468.5	-1.1	472.4	72	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.6	486.6	-3.0	492.1	45	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	478.0	476.5	-1.5	483.1	48	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	10	-	-
High Needs	475.8	469.2	-6.6	480.1	39	0	Path Forward: Declined
English Learners and Former English Learners	474.5	461.8	-12.7	478.7	20	0	Path Forward: Declined
Low Income	476.3	470.4	-5.9	480.4	36	0	Path Forward: Declined
Students with Disabilities	477.9	466.9	-11.0	481.9	21	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	472.7	468.6	-4.1	476.6	20	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	17	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.8	86	3	Typical Growth - High
Lowest Performing	43.3	20	2	Typical Growth - Low
High Needs	52.5	68	3	Typical Growth - High
English Learners and Former English Learners	53.6	38	3	Typical Growth - High
Low Income	53.6	56	3	Typical Growth - High
Students with Disabilities	44.8	35	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	10	-	-
Hispanic or Latino	49.6	46	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.7	22	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.8	88	2	Typical Growth - Low
Lowest Performing	36.6	20	1	Low Growth
High Needs	43.9	70	2	Typical Growth - Low
English Learners and Former English Learners	44.5	40	2	Typical Growth - Low
Low Income	44.0	58	2	Typical Growth - Low
Students with Disabilities	34.1	35	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	10	-	-
Hispanic or Latino	42.8	47	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.4	23	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	50.0	44.8	-5.2	55.4	105	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	50.0	44.8	-5.2	55.4	105	0	Declined
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	27.9	25.2	-2.7	25.7	274	3	Met Target
Lowest Performing	47.6	25.0	-22.6	42.7	20	4	Exceeded Target
High Needs	30.7	29.1	-1.6	28.2	227	2	Improved Below Target
English Learners and Former English Learners	34.8	27.9	-6.9	31.5	136	4	Exceeded Target
Low Income	33.0	30.7	-2.3	30.3	192	3	Met Target
Students with Disabilities	30.1	22.3	-7.8	25.8	94	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	33	-	-
Hispanic or Latino	36.9	33.6	-3.3	33.1	146	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	16.0	10.1	-5.9	13.1	69	4	Exceeded 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	153	153	100	Yes	1	154	154	100	Yes	1	48	48	100	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	126	126	127	127	39	39	292	292	100	Yes	1
English Learners and Former English Learners	67	67	67	67	20	20	154	154	100	Yes	1
Low Income	104	104	105	105	36	36	245	245	100	Yes	1
Students with Disabilities	62	62	62	62	21	21	145	145	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	2	2	10	-	-	-	-
Black or African American	21	21	22	22	6	6	49	49	100	Yes	1
Hispanic or Latino	72	72	72	72	20	20	164	164	100	Yes	1
Multi-Race, Not Hispanic or Latino	7	7	7	7	3	3	17	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	49	49	49	49	17	17	115	115	100	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