Massachusetts School and District Profiles

Newman Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Newman Elementary

Organization Information

DISTRICT NAME
Needham (01990000)

TITLE I STATUS
Non-Title I School

SCHOOL
Newman Elementary (01990050)

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

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
82% - Meeting or exceeding targets	84

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	90%	77%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	82%
	Meeting or exceeding 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	4	4	-	3	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	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	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		8.0	9.6	-	5.4	7.6	-
Percentage of possible points		83%		-	71%		-
2026 Annual criterion-referenced target percentage		77%

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	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	7	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	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		9.0	9.6	-	6.5	7.6	-
Percentage of possible points		94%		-	86%		-
2025 Annual criterion-referenced target percentage		90%

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	90%	69%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	78%
	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	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		7.1	10.3	-
Percentage of possible points		69%		-
2026 Annual criterion-referenced target percentage		69%

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	3	4	-
	Science achievement	4	4	-
	Achievement total	11	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	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		9.3	10.3	-
Percentage of possible points		90%		-
2025 Annual criterion-referenced target percentage		90%

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	512.4	509.7	-2.7	513.8	313	4	Path Forward: Exceeded Target
Lowest Performing	488.6	489.8	1.2	492.9	47	3	Recovery Path: Met Target
High Needs	501.9	498.8	-3.1	504.2	102	3	Path Forward: Met Target
English Learners and Former English Learners	498.9	501.4	2.5	501.3	28	3	Path Forward: Met Target
Low Income	497.6	494.5	-3.1	499.7	23	3	Path Forward: Met Target
Students with Disabilities	499.1	496.1	-3.0	501.5	73	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	510.4	511.2	0.8	512.5	26	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	502.3	499.8	-2.5	504.9	25	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	513.3	510.7	-2.6	514.8	236	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	512.0	511.2	-0.8	513.5	315	4	Path Forward: Exceeded Target
Lowest Performing	490.2	490.0	-0.2	495.3	47	3	Path Forward: Met Target
High Needs	501.5	499.1	-2.4	504.0	104	3	Path Forward: Met Target
English Learners and Former English Learners	506.0	504.9	-1.1	509.0	28	3	Path Forward: Met Target
Low Income	493.3	491.3	-2.0	495.7	23	0	Path Forward: Declined
Students with Disabilities	498.1	495.4	-2.7	501.3	75	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	518.1	517.1	-1.0	521.1	27	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	499.4	498.2	-1.2	502.3	25	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	512.5	512.3	-0.2	514.2	237	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	513.9	506.7	-7.2	516.1	103	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	26	-	-
High Needs	505.9	497.9	-8.0	509.4	39	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	-	-	-	-	6	-	-
Students with Disabilities	499.7	495.0	-4.7	503.9	27	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	514.0	506.6	-7.4	516.2	77	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.4	192	2	Typical Growth - Low
Lowest Performing	49.3	47	2	Typical Growth - Low
High Needs	47.9	61	2	Typical Growth - Low
English Learners and Former English Learners	-	16	-	-
Low Income	-	12	-	-
Students with Disabilities	49.6	44	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	19	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	0	-	-
White	48.1	150	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.2	194	3	Typical Growth - High
Lowest Performing	49.7	47	2	Typical Growth - Low
High Needs	49.1	63	2	Typical Growth - Low
English Learners and Former English Learners	-	17	-	-
Low Income	-	12	-	-
Students with Disabilities	48.1	45	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	19	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	0	-	-
White	49.3	152	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	62.5	54.2	-8.3	64.7	24	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	62.5	54.2	-8.3	64.7	24	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	3.3	4.0	0.7	2.2	529	4	Exceeded Target
Lowest Performing	6.3	2.1	-4.2	3.0	47	4	Exceeded Target
High Needs	7.6	7.9	0.3	5.5	177	1	No Change
English Learners and Former English Learners	13.2	9.4	-3.8	10.2	53	4	Exceeded Target
Low Income	15.4	13.0	-2.4	11.1	46	2	Improved Below Target
Students with Disabilities	6.9	5.0	-1.9	4.4	120	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	3.6	4.0	0.4	1.5	50	4	Exceeded Target
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	9.3	4.4	-4.9	5.1	45	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	28	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	2.4	2.6	0.2	1.2	388	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	319	318	100	Yes	1	320	320	100	Yes	1	104	104	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	107	106	108	108	40	40	255	254	100	Yes	1
English Learners and Former English Learners	30	30	30	30	12	12	72	72	100	Yes	1
Low Income	24	24	24	24	6	6	54	54	100	Yes	1
Students with Disabilities	75	74	76	76	27	27	178	177	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	27	27	28	28	13	13	68	68	100	Yes	1
Black or African American	8	8	8	8	1	1	17	-	-	-	-
Hispanic or Latino	25	25	25	25	7	7	57	57	100	Yes	1
Multi-Race, Not Hispanic or Latino	18	18	18	18	5	5	41	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	240	239	240	240	78	78	558	557	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