Massachusetts School and District Profiles

South Memorial

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - South Memorial

Organization Information

DISTRICT NAME
Peabody (02290000)

TITLE I STATUS
Non-Title I School

SCHOOL
South Memorial (02290035)

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
83% - Meeting or exceeding targets	66

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	78%	87%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	83%
	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	2	4	-	4	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	2	4	10.0
Weighted total		7.3	9.6	-	7.4	7.6	-
Percentage of possible points		76%		-	97%		-
2026 Annual criterion-referenced target percentage		87%

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	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		7.8	9.6	-	5.6	7.6	-
Percentage of possible points		81%		-	74%		-
2025 Annual criterion-referenced target percentage		78%

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	91%	57%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	71%
	Substantial 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	2	4	-
	Science achievement	2	4	-
	Achievement total	6	12	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.9	10.3	-
Percentage of possible points		57%		-
2026 Annual criterion-referenced target percentage		57%

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	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		9.4	10.3	-
Percentage of possible points		91%		-
2025 Annual criterion-referenced target percentage		91%

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	496.5	497.8	1.3	499.4	190	2	Recovery Path: Improved Below Target
Lowest Performing	473.8	481.3	7.5	478.9	28	4	Path Forward: Exceeded Target
High Needs	488.8	489.1	0.3	491.1	66	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	490.6	494.2	3.6	493.8	45	3	Recovery Path: Met Target
Students with Disabilities	480.1	476.3	-3.8	484.6	24	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	495.5	492.3	-3.2	498.0	38	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.6	499.7	2.1	500.6	126	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	497.9	500.4	2.5	500.4	190	3	Path Forward: Met Target
Lowest Performing	473.7	485.4	11.7	477.8	28	4	Recovery Path: Exceeded Target
High Needs	489.5	490.0	0.5	492.2	66	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	491.1	493.9	2.8	493.9	45	3	Path Forward: Met Target
Students with Disabilities	481.3	482.0	0.7	483.9	24	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	493.8	492.6	-1.2	496.4	38	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.0	502.7	3.7	501.8	126	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	495.7	501.3	5.6	499.3	60	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	14	-	-
High Needs	491.0	491.3	0.3	494.8	27	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.9	501.7	4.8	500.6	42	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.4	120	4	Exceeded Typical Growth
Lowest Performing	63.3	28	4	Exceeded Typical Growth
High Needs	66.9	42	4	Exceeded Typical Growth
English Learners and Former English Learners	-	10	-	-
Low Income	67.8	26	4	Exceeded Typical Growth
Students with Disabilities	-	18	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	3	-	-
Black or African American	-	5	-	-
Hispanic or Latino	55.8	21	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	62.3	82	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	73.2	121	4	Exceeded Typical Growth
Lowest Performing	71.3	28	4	Exceeded Typical Growth
High Needs	68.8	43	4	Exceeded Typical Growth
English Learners and Former English Learners	-	11	-	-
Low Income	67.9	27	4	Exceeded Typical Growth
Students with Disabilities	-	18	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	3	-	-
Black or African American	-	5	-	-
Hispanic or Latino	68.5	22	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	75.4	82	4	Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	50.0	50.0	0.0	52.2	20	3	Met Target
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	10.1	11.5	1.4	8.6	323	0	Declined
Lowest Performing	16.7	14.3	-2.4	12.1	28	2	Improved Below Target
High Needs	15.7	19.1	3.4	13.3	115	0	Declined
English Learners and Former English Learners	-	-	-	-	31	-	-
Low Income	17.7	22.4	4.7	14.5	85	0	Declined
Students with Disabilities	7.3	13.2	5.9	3.7	38	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	11.3	15.4	4.1	7.1	65	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.7	11.2	1.5	7.9	215	0	Declined

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	194	194	100	Yes	1	194	194	100	Yes	1	62	62	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	69	69	69	69	29	29	167	167	100	Yes	1
English Learners and Former English Learners	17	17	17	17	9	9	43	-	-	-	-
Low Income	48	48	48	48	18	18	114	114	100	Yes	1
Students with Disabilities	24	24	24	24	13	13	61	61	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	6	6	6	6	2	2	14	-	-	-	-
Black or African American	8	8	8	8	2	2	18	-	-	-	-
Hispanic or Latino	40	40	40	40	12	12	92	92	100	Yes	1
Multi-Race, Not Hispanic or Latino	13	13	13	13	4	4	30	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	126	126	126	126	42	42	294	294	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