Massachusetts School and District Profiles

Zervas

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Zervas

Organization Information

DISTRICT NAME
Newton (02070000)

TITLE I STATUS
Non-Title I School

SCHOOL
Zervas (02070130)

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
54% - Substantial progress toward targets	76

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	60%	50%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	54%
	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	3	4	-	0	4	-
	Mathematics achievement	3	4	-	1	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	60.0	1	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	20.0	2	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		7.6	9.6	-	1.5	7.6	-
Percentage of possible points		79%		-	20%		-
2026 Annual criterion-referenced target percentage		50%

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	3	4	-	3	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	5	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		5.0	9.6	-	5.1	7.6	-
Percentage of possible points		52%		-	67%		-
2025 Annual criterion-referenced target percentage		60%

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	13%	74%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	49%
	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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	4	4	-
	Achievement total	10	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	1	4	-
	Growth total	2	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		7.6	10.3	-
Percentage of possible points		74%		-
2026 Annual criterion-referenced target percentage		74%

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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.3	10.3	-
Percentage of possible points		13%		-
2025 Annual criterion-referenced target percentage		13%

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	505.6	504.9	-0.7	507.9	187	3	Recovery Path: Met Target
Lowest Performing	470.7	468.9	-1.8	475.1	30	0	Recovery Path: Declined
High Needs	486.2	487.7	1.5	488.1	79	3	Recovery Path: Met Target
English Learners and Former English Learners	486.2	497.0	10.8	487.3	34	4	Recovery Path: Exceeded Target
Low Income	483.9	481.1	-2.8	486.0	32	0	Path Forward: Declined
Students with Disabilities	476.2	471.3	-4.9	478.4	44	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	514.1	515.1	1.0	517.2	44	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	484.8	485.1	0.3	487.4	24	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	506.5	506.2	-0.3	507.9	21	3	Path Forward: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	510.0	506.2	-3.8	512.5	84	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	506.7	506.0	-0.7	508.2	185	3	Path Forward: Met Target
Lowest Performing	467.3	467.2	-0.1	473.1	30	1	Recovery Path: No Change
High Needs	486.4	488.6	2.2	488.9	77	3	Path Forward: Met Target
English Learners and Former English Learners	492.1	502.8	10.7	495.1	34	4	Path Forward: Exceeded Target
Low Income	480.8	478.0	-2.8	483.2	30	0	Path Forward: Declined
Students with Disabilities	472.8	471.0	-1.8	476.0	43	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	521.7	523.9	2.2	524.7	44	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	485.5	480.8	-4.7	488.4	24	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	512.4	508.1	-4.3	513.9	20	3	Path Forward: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	508.6	506.4	-2.2	510.3	83	3	Path Forward: 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	503.7	506.7	3.0	505.9	57	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	12	-	-
High Needs	485.4	493.0	7.6	488.9	24	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	11	-	-
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	505.7	511.6	5.9	507.9	27	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.8	126	2	Typical Growth - Low
Lowest Performing	35.0	30	1	Low Growth
High Needs	35.1	49	1	Low Growth
English Learners and Former English Learners	-	17	-	-
Low Income	35.5	24	1	Low Growth
Students with Disabilities	25.1	28	0	Very Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	49.0	23	2	Typical Growth - Low
Black or African American	-	11	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	39.8	60	1	Low Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.2	129	2	Typical Growth - Low
Lowest Performing	36.9	30	1	Low Growth
High Needs	39.3	52	1	Low Growth
English Learners and Former English Learners	49.2	21	2	Typical Growth - Low
Low Income	39.9	23	1	Low Growth
Students with Disabilities	31.1	27	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	56.8	24	3	Typical Growth - High
Black or African American	-	11	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	39.9	62	1	Low Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	67.7	95.7	28.0	69.9	23	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	67.7	95.7	28.0	69.9	23	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	10.8	6.0	-4.8	9.7	336	4	Exceeded Target
Lowest Performing	29.0	23.3	-5.7	25.7	30	4	Exceeded Target
High Needs	17.2	11.7	-5.5	15.1	128	4	Exceeded Target
English Learners and Former English Learners	14.8	1.9	-12.9	11.8	52	4	Exceeded Target
Low Income	22.6	24.5	1.9	18.3	49	0	Declined
Students with Disabilities	13.8	12.3	-1.5	11.3	73	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	9.5	2.6	-6.9	7.4	76	4	Exceeded Target
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	25.0	16.2	-8.8	20.8	37	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	9.5	6.7	-2.8	8.4	45	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	7.8	4.6	-3.2	6.6	153	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	192	191	99	Yes	1	192	191	99	Yes	1	59	58	98	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	83	82	82	81	26	25	191	188	98	Yes	1
English Learners and Former English Learners	38	37	38	38	10	10	86	85	99	Yes	1
Low Income	32	32	31	30	12	11	75	73	97	Yes	1
Students with Disabilities	45	44	45	44	9	8	99	96	97	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	48	47	48	48	13	13	109	108	99	Yes	1
Black or African American	13	13	13	13	7	7	33	-	-	-	-
Hispanic or Latino	25	25	25	25	6	6	56	56	100	Yes	1
Multi-Race, Not Hispanic or Latino	21	21	20	20	4	4	45	45	100	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	84	84	85	84	28	27	197	195	99	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