Massachusetts School and District Profiles

Montclair

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Montclair

Organization Information

DISTRICT NAME
Quincy (02430000)

TITLE I STATUS
Non-Title I School

SCHOOL
Montclair (02430065)

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
60% - 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	75%	51%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	60%
	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	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	5	12	60.0	4	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	1	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		4.4	9.6	-	4.2	7.6	-
Percentage of possible points		46%		-	55%		-
2026 Annual criterion-referenced target percentage		51%

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	0	4	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	60.0	8	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	6	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		5.2	9.6	-	7.2	7.6	-
Percentage of possible points		54%		-	95%		-
2025 Annual criterion-referenced target percentage		75%

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	84%	77%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	79%
	Meeting or exceeding 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	3	4	-
	Achievement total	9	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	7	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		7.9	10.3	-
Percentage of possible points		77%		-
2026 Annual criterion-referenced target percentage		77%

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	3	4	-
	Mathematics achievement	4	4	-
	Science achievement	3	4	-
	Achievement total	10	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	7	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		8.6	10.3	-
Percentage of possible points		84%		-
2025 Annual criterion-referenced target percentage		84%

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	497.6	498.6	1.0	500.1	194	2	Recovery Path: Improved Below Target
Lowest Performing	478.0	479.6	1.6	482.2	26	2	Recovery Path: Improved Below Target
High Needs	495.3	495.4	0.1	497.6	139	3	Recovery Path: Met Target
English Learners and Former English Learners	494.1	494.2	0.1	498.3	92	2	Recovery Path: Improved Below Target
Low Income	494.3	497.3	3.0	497.1	100	3	Recovery Path: Met Target
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	500.7	500.1	-0.6	503.3	118	0	Recovery Path: Declined
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.6	499.4	2.8	499.6	43	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	505.1	-1.6	509.1	194	0	Recovery Path: Declined
Lowest Performing	480.8	484.8	4.0	485.8	26	2	Recovery Path: Improved Below Target
High Needs	504.6	503.7	-0.9	506.9	139	3	Recovery Path: Met Target
English Learners and Former English Learners	505.3	505.3	0.0	508.2	93	3	Recovery Path: Met Target
Low Income	502.4	504.2	1.8	505.0	100	3	Recovery Path: Met Target
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	511.7	510.7	-1.0	514.1	118	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.1	499.4	-5.7	508.0	43	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	501.8	504.2	2.4	504.9	64	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	12	-	-
High Needs	500.5	499.6	-0.9	504.2	43	3	Recovery Path: Met Target
English Learners and Former English Learners	500.5	494.7	-5.8	504.4	31	3	Recovery Path: Met Target
Low Income	495.8	498.4	2.6	500.4	34	3	Recovery Path: Met Target
Students with Disabilities	-	-	-	-	4	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	503.2	505.7	2.5	505.7	43	3	Recovery Path: Met Target
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	11	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.6	114	2	Typical Growth - Low
Lowest Performing	47.1	26	2	Typical Growth - Low
High Needs	50.7	83	3	Typical Growth - High
English Learners and Former English Learners	49.9	55	2	Typical Growth - Low
Low Income	51.4	60	3	Typical Growth - High
Students with Disabilities	-	9	-	-
American Indian or Alaska Native	-	-	-	-
Asian	49.8	70	2	Typical Growth - Low
Black or African American	-	4	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.0	22	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.9	119	3	Typical Growth - High
Lowest Performing	58.0	26	3	Typical Growth - High
High Needs	60.6	88	4	Exceeded Typical Growth
English Learners and Former English Learners	63.0	60	4	Exceeded Typical Growth
Low Income	59.5	64	3	Typical Growth - High
Students with Disabilities	-	9	-	-
American Indian or Alaska Native	-	-	-	-
Asian	58.6	74	3	Typical Growth - High
Black or African American	-	4	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.7	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	70.1	67.1	-3.0	72.3	82	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	70.1	67.1	-3.0	72.3	82	1	No Change
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	5.2	4.7	-0.5	3.9	320	3	Met Target
Lowest Performing	6.9	3.7	-3.2	3.4	27	4	Exceeded Target
High Needs	5.8	5.6	-0.2	3.2	234	2	Improved Below Target
English Learners and Former English Learners	1.2	0.6	-0.6	1.0	157	4	Exceeded Target
Low Income	7.6	7.0	-0.6	3.9	172	2	Improved Below Target
Students with Disabilities	-	-	-	-	34	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	0.5	1.6	1.1	1.0	188	4	Exceeded Target
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	-	-	-	-	29	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	14.3	7.5	-6.8	12.9	67	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	208	207	100	Yes	1	207	207	100	Yes	1	68	68	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	150	149	149	149	46	46	345	344	100	Yes	1
English Learners and Former English Learners	101	100	101	101	33	33	235	234	100	Yes	1
Low Income	109	108	108	108	37	37	254	253	100	Yes	1
Students with Disabilities	18	18	18	18	4	4	40	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	124	123	123	123	44	44	291	290	100	Yes	1
Black or African American	10	10	10	10	2	2	22	-	-	-	-
Hispanic or Latino	18	18	18	18	5	5	41	-	-	-	-
Multi-Race, Not Hispanic or Latino	11	11	11	11	5	5	27	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	43	43	43	43	11	11	97	97	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