Massachusetts School and District Profiles

Franklin

Districts
Schools

2025

2025 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
71% - Substantial progress toward targets	87

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	81%	65%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	71%
	Substantial progress toward targets

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%

2024 Points awarded

2024 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	3	4	-	-	-	-
	Achievement total	7	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	8	8	20.0	8	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		6.2	9.6	-	7.4	7.6	-
Percentage of possible points		65%		-	97%		-
2024 Annual criterion-referenced target percentage		81%

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

	2024	2025
Annual criterion-referenced target percentage	28%	24%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	25%
	Moderate progress toward targets

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%

2024 Points awarded

2024 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	4	4	-
	Mathematics growth	4	4	-
	Growth total	8	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		2.1	7.6	-
Percentage of possible points		28%		-
2024 Annual criterion-referenced target percentage		28%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	503.9	502.1	-1.8	507.0	185	0	Recovery Path: Declined
Lowest Performing	478.2	482.6	4.4	483.3	31	2	Path Forward: Improved Below Target
High Needs	489.1	484.4	-4.7	492.4	60	0	Recovery Path: Declined
English Learners and Former English Learners	492.2	486.9	-5.3	498.4	24	0	Recovery Path: Declined
Low Income	487.0	483.8	-3.2	489.1	29	0	Path Forward: Declined
Students with Disabilities	483.8	483.0	-0.8	486.2	31	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	506.9	505.0	-1.9	511.3	31	3	Recovery Path: Met Target
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	490.9	483.4	-7.5	493.5	22	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.2	505.6	0.4	508.4	109	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	504.3	502.2	-2.1	507.1	184	0	Recovery Path: Declined
Lowest Performing	472.1	482.5	10.4	476.9	31	4	Recovery Path: Exceeded Target
High Needs	489.1	483.7	-5.4	492.2	59	0	Recovery Path: Declined
English Learners and Former English Learners	490.5	491.3	0.8	496.8	24	2	Recovery Path: Improved Below Target
Low Income	484.4	479.9	-4.5	486.8	28	0	Path Forward: Declined
Students with Disabilities	484.0	481.7	-2.3	485.9	30	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	511.4	510.6	-0.8	516.1	31	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	486.7	486.5	-0.2	489.6	21	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.0	502.4	-3.6	508.8	109	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	505.7	508.6	2.9	507.9	62	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	8	-	-
High Needs	-	-	-	-	17	-	-
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	8	-	-
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.5	509.8	3.3	508.7	40	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	66.0	128	4	Exceeded Typical Growth
Lowest Performing	57.1	31	3	Typical Growth - High
High Needs	56.6	38	3	Typical Growth - High
English Learners and Former English Learners	-	18	-	-
Low Income	-	19	-	-
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	-	-	-
Asian	69.0	22	4	Exceeded Typical Growth
Black or African American	-	5	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	71.6	73	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	65.0	128	4	Exceeded Typical Growth
Lowest Performing	66.0	31	4	Exceeded Typical Growth
High Needs	57.7	39	3	Typical Growth - High
English Learners and Former English Learners	-	19	-	-
Low Income	-	19	-	-
Students with Disabilities	58.0	20	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	67.4	23	4	Exceeded Typical Growth
Black or African American	-	5	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	65.3	72	4	Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	51.5	78.3	26.8	55.5	23	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	51.5	78.3	26.8	55.5	23	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	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	10.8	5.7	-5.1	9.7	280	4	Exceeded Target
Lowest Performing	25.8	3.2	-22.6	22.5	31	4	Exceeded Target
High Needs	21.8	12.8	-9.0	19.7	94	4	Exceeded Target
English Learners and Former English Learners	18.5	10.5	-8.0	15.5	38	4	Exceeded Target
Low Income	30.8	23.3	-7.5	26.5	43	4	Exceeded Target
Students with Disabilities	22.9	12.8	-10.1	20.4	47	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	3.6	0.0	-3.6	1.5	47	4	Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	22.2	18.2	-4.0	18.0	33	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	26	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.5	4.8	-4.7	8.3	165	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	190	190	100	Yes	1	190	189	99	Yes	1	64	64	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	64	64	64	63	18	18	146	145	99	Yes	1
English Learners and Former English Learners	26	26	26	26	9	9	61	61	100	Yes	1
Low Income	31	31	31	30	9	9	71	70	99	Yes	1
Students with Disabilities	32	32	32	31	9	9	73	72	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	33	33	33	33	11	11	77	77	100	Yes	1
Black or African American	6	6	6	6	2	2	14	-	-	-	-
Hispanic or Latino	23	23	23	22	6	6	52	51	98	Yes	1
Multi-Race, Not Hispanic or Latino	17	17	17	17	4	4	38	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	111	111	111	111	41	41	263	263	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