Massachusetts School and District Profiles

Forestdale

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Forestdale

Organization Information

DISTRICT NAME
Malden (01650000)

TITLE I STATUS
Title I School

SCHOOL
Forestdale (01650027)

GRADES SERVED
K,01,02,03,04,05,06,07,08

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
70% - Substantial progress toward targets	46

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	69%	71%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	70%
	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	1	4	-	3	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	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	4	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		5.5	9.6	-	6.5	7.6	-
Percentage of possible points		57%		-	86%		-
2026 Annual criterion-referenced target percentage		71%

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	-	4	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		4.3	9.6	-	7.0	7.6	-
Percentage of possible points		45%		-	92%		-
2025 Annual criterion-referenced target percentage		69%

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	41%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	33%
	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	0	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	2	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		2.9	10.3	-
Percentage of possible points		28%		-
2026 Annual criterion-referenced target percentage		28%

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	0	4	-
	Science achievement	2	4	-
	Achievement total	4	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.2	10.3	-
Percentage of possible points		41%		-
2025 Annual criterion-referenced target percentage		41%

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	492.8	492.6	-0.2	495.3	321	1	Recovery Path: No Change
Lowest Performing	457.6	463.2	5.6	462.7	61	3	Path Forward: Met Target
High Needs	481.7	479.5	-2.2	484.7	200	0	Recovery Path: Declined
English Learners and Former English Learners	473.5	472.9	-0.6	476.7	81	0	Recovery Path: Declined
Low Income	482.9	480.7	-2.2	485.4	157	0	Recovery Path: Declined
Students with Disabilities	470.4	469.1	-1.3	472.9	82	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	500.4	496.0	-4.4	503.5	43	0	Path Forward: Declined
Black or African American	488.9	490.7	1.8	491.7	50	2	Recovery Path: Improved Below Target
Hispanic or Latino	479.9	477.1	-2.8	483.2	92	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	498.1	497.6	-0.5	500.4	23	1	Path Forward: No Change
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.7	504.0	4.3	502.4	112	4	Recovery Path: 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	490.7	493.1	2.4	493.1	319	3	Recovery Path: Met Target
Lowest Performing	462.8	469.0	6.2	466.8	61	4	Recovery Path: Exceeded Target
High Needs	481.7	482.6	0.9	483.4	198	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	479.0	481.7	2.7	481.9	81	3	Recovery Path: Met Target
Low Income	482.0	483.3	1.3	484.3	155	2	Recovery Path: Improved Below Target
Students with Disabilities	471.6	472.3	0.7	475.0	82	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	503.4	504.9	1.5	507.4	43	2	Path Forward: Improved Below Target
Black or African American	491.3	489.5	-1.8	494.6	50	0	Path Forward: Declined
Hispanic or Latino	478.7	477.9	-0.8	481.9	92	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	493.5	494.7	1.2	496.0	23	2	Path Forward: Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.8	502.7	8.9	495.5	110	4	Recovery Path: 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	489.4	489.9	0.5	491.2	117	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	29	-	-
High Needs	481.4	479.3	-2.1	485.2	78	0	Path Forward: Declined
English Learners and Former English Learners	472.8	473.1	0.3	476.9	40	2	Path Forward: Improved Below Target
Low Income	482.6	480.1	-2.5	486.6	63	0	Path Forward: Declined
Students with Disabilities	470.6	470.6	0.0	474.4	25	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	483.3	472.1	-11.2	486.2	37	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.0	499.5	3.5	499.7	44	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.9	264	3	Typical Growth - High
Lowest Performing	56.8	61	3	Typical Growth - High
High Needs	55.4	167	3	Typical Growth - High
English Learners and Former English Learners	55.1	65	3	Typical Growth - High
Low Income	55.0	132	3	Typical Growth - High
Students with Disabilities	55.0	70	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	61.0	35	4	Exceeded Typical Growth
Black or African American	63.1	43	4	Exceeded Typical Growth
Hispanic or Latino	51.4	76	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.7	92	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.1	266	3	Typical Growth - High
Lowest Performing	53.9	61	3	Typical Growth - High
High Needs	53.9	169	3	Typical Growth - High
English Learners and Former English Learners	55.7	69	3	Typical Growth - High
Low Income	54.0	135	3	Typical Growth - High
Students with Disabilities	52.2	71	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	62.0	37	4	Exceeded Typical Growth
Black or African American	49.6	43	2	Typical Growth - Low
Hispanic or Latino	49.5	77	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.9	91	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	50.0	58.7	8.7	55.4	92	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	50.0	58.7	8.7	55.4	92	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	17.4	15.5	-1.9	15.9	466	3	Met Target
Lowest Performing	21.5	13.1	-8.4	16.9	61	4	Exceeded Target
High Needs	20.8	20.3	-0.5	18.4	301	2	Improved Below Target
English Learners and Former English Learners	21.8	15.7	-6.1	18.3	140	4	Exceeded Target
Low Income	22.2	21.8	-0.4	19.0	238	2	Improved Below Target
Students with Disabilities	17.2	17.9	0.7	13.6	112	0	Declined
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	1.6	1.7	0.1	1.0	60	4	Exceeded Target
Black or African American	5.9	13.9	8.0	2.3	79	0	Declined
Hispanic or Latino	34.6	25.6	-9.0	30.4	125	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	14.3	14.3	0.0	12.8	35	1	No Change
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	16.3	14.1	-2.2	14.5	163	3	Met 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	338	337	100	Yes	1	337	335	99	Yes	1	122	122	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	217	216	216	214	83	83	516	513	99	Yes	1
English Learners and Former English Learners	92	92	92	92	43	43	227	227	100	Yes	1
Low Income	167	167	166	165	66	66	399	398	100	Yes	1
Students with Disabilities	87	86	87	86	26	26	200	198	99	Yes	1
American Indian or Alaska Native	2	2	2	2	0	0	4	-	-	-	-
Asian	45	45	45	45	17	17	107	107	100	Yes	1
Black or African American	56	56	56	56	20	20	132	132	100	Yes	1
Hispanic or Latino	97	97	97	97	37	37	231	231	100	Yes	1
Multi-Race, Not Hispanic or Latino	24	24	24	24	4	4	52	52	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	114	113	113	111	44	44	271	268	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