Massachusetts School and District Profiles

Thomas Carroll

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Thomas Carroll

Organization Information

DISTRICT NAME
Peabody (02290000)

TITLE I STATUS
Title I School

SCHOOL
Thomas Carroll (02290010)

GRADES SERVED
PK,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
59% - Substantial progress toward targets	20

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	57%	60%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	59%
	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	-	3	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	60.0	7	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	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		3.6	9.6	-	6.3	7.6	-
Percentage of possible points		38%		-	83%		-
2026 Annual criterion-referenced target percentage		60%

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	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		3.9	9.6	-	5.6	7.6	-
Percentage of possible points		41%		-	74%		-
2025 Annual criterion-referenced target percentage		57%

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	51%	32%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	39%
	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		3.3	10.3	-
Percentage of possible points		32%		-
2026 Annual criterion-referenced target percentage		32%

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	2	4	-
	Science achievement	2	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.2	10.3	-
Percentage of possible points		51%		-
2025 Annual criterion-referenced target percentage		51%

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	484.1	484.4	0.3	486.9	249	2	Recovery Path: Improved Below Target
Lowest Performing	457.9	463.2	5.3	463.0	35	3	Path Forward: Met Target
High Needs	479.8	479.8	0.0	482.6	174	1	Recovery Path: No Change
English Learners and Former English Learners	472.3	474.0	1.7	475.5	87	2	Recovery Path: Improved Below Target
Low Income	480.9	479.7	-1.2	483.7	151	0	Recovery Path: Declined
Students with Disabilities	464.6	464.3	-0.3	467.5	38	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	479.6	477.9	-1.7	482.6	100	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.6	489.0	1.4	490.0	116	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	486.1	486.0	-0.1	488.6	248	1	Recovery Path: No Change
Lowest Performing	461.7	470.3	8.6	467.6	35	4	Recovery Path: Exceeded Target
High Needs	482.5	483.0	0.5	484.8	173	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	476.0	479.7	3.7	478.5	86	4	Recovery Path: Exceeded Target
Low Income	483.1	483.4	0.3	485.6	150	2	Recovery Path: Improved Below Target
Students with Disabilities	469.0	467.9	-1.1	471.7	38	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	480.5	480.2	-0.3	483.1	99	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.0	489.8	-0.2	492.4	116	1	Recovery Path: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	480.7	478.0	-2.7	483.2	79	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	18	-	-
High Needs	476.9	473.2	-3.7	479.3	59	0	Recovery Path: Declined
English Learners and Former English Learners	467.2	468.5	1.3	471.4	26	2	Path Forward: Improved Below Target
Low Income	478.5	474.7	-3.8	481.0	55	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	474.3	472.3	-2.0	478.2	31	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	486.4	479.8	-6.6	491.3	39	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.4	164	2	Typical Growth - Low
Lowest Performing	46.0	35	2	Typical Growth - Low
High Needs	44.0	116	2	Typical Growth - Low
English Learners and Former English Learners	42.3	53	2	Typical Growth - Low
Low Income	42.3	103	2	Typical Growth - Low
Students with Disabilities	38.9	27	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	7	-	-
Hispanic or Latino	43.7	65	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.8	81	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.0	166	3	Typical Growth - High
Lowest Performing	57.3	35	3	Typical Growth - High
High Needs	48.7	118	2	Typical Growth - Low
English Learners and Former English Learners	49.1	55	2	Typical Growth - Low
Low Income	49.3	104	2	Typical Growth - Low
Students with Disabilities	48.0	27	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	7	-	-
Hispanic or Latino	51.6	66	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.1	82	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	47.6	62.6	15.0	53.0	139	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	47.6	62.6	15.0	53.0	139	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	18.6	10.6	-8.0	16.4	464	4	Exceeded Target
Lowest Performing	35.9	5.7	-30.2	31.0	35	4	Exceeded Target
High Needs	23.8	13.7	-10.1	21.3	336	4	Exceeded Target
English Learners and Former English Learners	22.6	12.8	-9.8	19.3	188	4	Exceeded Target
Low Income	24.2	14.6	-9.6	21.5	294	4	Exceeded Target
Students with Disabilities	25.8	19.3	-6.5	21.5	57	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	29	-	-
Hispanic or Latino	19.9	11.8	-8.1	16.1	195	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	18.3	10.0	-8.3	15.4	209	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	256	256	100	Yes	1	256	256	100	Yes	1	84	84	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	181	181	181	181	64	64	426	426	100	Yes	1
English Learners and Former English Learners	93	93	93	93	31	31	217	217	100	Yes	1
Low Income	157	157	157	157	59	59	373	373	100	Yes	1
Students with Disabilities	38	38	38	38	14	14	90	90	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	9	9	9	9	2	2	20	-	-	-	-
Black or African American	15	15	15	15	3	3	33	-	-	-	-
Hispanic or Latino	104	104	103	103	34	34	241	241	100	Yes	1
Multi-Race, Not Hispanic or Latino	10	10	10	10	4	4	24	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	118	118	119	119	41	41	278	278	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