Massachusetts School and District Profiles

Franklin

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Franklin

Organization Information

DISTRICT NAME
Newton (02070000)

TITLE I STATUS
Non-Title I School

SCHOOL
Franklin (02070055)

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
55% - Substantial progress toward targets	81

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	65%	48%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	55%
	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	0	4	-	3	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	7	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	22.5	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		1.6	10.3	-	6.1	7.6	-
Percentage of possible points		16%		-	80%		-
2026 Annual criterion-referenced target percentage		48%

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	-	2	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	4	12	60.0	6	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	8	8	20.0	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	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		4.8	9.6	-	6.0	7.6	-
Percentage of possible points		50%		-	79%		-
2025 Annual criterion-referenced target percentage		65%

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	24%	38%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	32%
	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	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	-	-	-
	Achievement total	2	8	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.9	7.6	-
Percentage of possible points		38%		-
2026 Annual criterion-referenced target percentage		38%

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	-	-	-
	Achievement total	0	8	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.8	7.6	-
Percentage of possible points		24%		-
2025 Annual criterion-referenced target percentage		24%

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	502.1	499.9	-2.2	505.2	167	0	Recovery Path: Declined
Lowest Performing	469.5	474.3	4.8	474.6	31	3	Path Forward: Met Target
High Needs	484.4	487.1	2.7	487.7	63	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	486.9	491.2	4.3	493.1	24	2	Recovery Path: Improved Below Target
Low Income	483.8	478.4	-5.4	485.9	29	0	Path Forward: Declined
Students with Disabilities	483.0	479.2	-3.8	485.4	37	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	505.0	509.8	4.8	509.4	31	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	483.4	475.5	-7.9	486.0	21	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.6	501.7	-3.9	508.8	93	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	502.2	498.5	-3.7	505.0	168	0	Recovery Path: Declined
Lowest Performing	467.2	472.7	5.5	472.0	31	4	Recovery Path: Exceeded Target
High Needs	483.7	482.2	-1.5	486.8	64	0	Recovery Path: Declined
English Learners and Former English Learners	491.3	488.9	-2.4	497.6	24	0	Recovery Path: Declined
Low Income	479.9	471.9	-8.0	482.3	30	0	Path Forward: Declined
Students with Disabilities	481.7	472.9	-8.8	483.6	38	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	510.6	516.8	6.2	515.3	31	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	486.5	468.3	-18.2	489.4	22	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.4	498.5	-3.9	505.2	93	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	508.6	502.3	-6.3	510.8	74	0	Path Forward: Declined
Lowest Performing	-	-	-	-	15	-	-
High Needs	-	-	-	-	26	-	-
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.8	508.6	-1.2	512.0	39	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	63.4	125	4	Exceeded Typical Growth
Lowest Performing	51.8	31	3	Typical Growth - High
High Needs	60.6	45	4	Exceeded Typical Growth
English Learners and Former English Learners	-	16	-	-
Low Income	-	19	-	-
Students with Disabilities	50.9	27	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	70.2	22	4	Exceeded Typical Growth
Black or African American	-	4	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	63.2	71	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.8	125	3	Typical Growth - High
Lowest Performing	52.7	31	3	Typical Growth - High
High Needs	53.4	45	3	Typical Growth - High
English Learners and Former English Learners	-	16	-	-
Low Income	-	19	-	-
Students with Disabilities	49.0	27	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	70.3	22	4	Exceeded Typical Growth
Black or African American	-	4	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.0	71	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	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
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	5.7	7.2	1.5	4.6	264	0	Declined
Lowest Performing	9.4	12.9	3.5	6.1	31	0	Declined
High Needs	12.8	18.7	5.9	10.7	91	0	Declined
English Learners and Former English Learners	10.5	8.6	-1.9	7.5	35	2	Improved Below Target
Low Income	23.3	30.2	6.9	19.0	43	0	Declined
Students with Disabilities	12.8	20.0	7.2	10.3	50	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	0.0	2.5	2.5	1.0	40	4	Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	18.2	27.5	9.3	14.0	40	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	4.8	3.3	-1.5	3.6	150	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	170	169	99	Yes	1	170	170	100	Yes	1	75	75	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	66	65	66	66	27	27	159	158	99	Yes	1
English Learners and Former English Learners	26	26	26	26	11	11	63	63	100	Yes	1
Low Income	31	30	31	31	14	14	76	75	99	Yes	1
Students with Disabilities	39	38	39	39	17	17	95	94	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	31	31	31	31	14	14	76	76	100	Yes	1
Black or African American	5	5	5	5	3	3	13	-	-	-	-
Hispanic or Latino	23	22	23	23	10	10	56	55	98	Yes	1
Multi-Race, Not Hispanic or Latino	17	17	17	17	9	9	43	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	94	94	94	94	39	39	227	227	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