Massachusetts School and District Profiles

Beechwood Knoll Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Beechwood Knoll Elementary

Organization Information

DISTRICT NAME
Quincy (02430000)

TITLE I STATUS
Non-Title I School

SCHOOL
Beechwood Knoll Elementary (02430020)

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
63% - Substantial progress toward targets	82

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	96%	41%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	63%
	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	3	4	-	3	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	60.0	3	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	20.0	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	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		3.4	9.6	-	3.6	7.6	-
Percentage of possible points		35%		-	47%		-
2026 Annual criterion-referenced target percentage		41%

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	3	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		8.9	9.6	-	7.6	7.6	-
Percentage of possible points		93%		-	100%		-
2025 Annual criterion-referenced target percentage		96%

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	98%	76%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	85%
	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	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		7.8	10.3	-
Percentage of possible points		76%		-
2026 Annual criterion-referenced target percentage		76%

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	4	4	-
	Science achievement	4	4	-
	Achievement total	12	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		10.1	10.3	-
Percentage of possible points		98%		-
2025 Annual criterion-referenced target percentage		98%

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	497.9	500.9	3.0	501.2	161	3	Recovery Path: Met Target
Lowest Performing	471.1	475.7	4.6	476.2	25	3	Recovery Path: Met Target
High Needs	492.3	494.8	2.5	494.9	107	3	Recovery Path: Met Target
English Learners and Former English Learners	490.0	490.9	0.9	493.7	59	2	Recovery Path: Improved Below Target
Low Income	492.0	495.5	3.5	495.0	78	3	Recovery Path: Met Target
Students with Disabilities	-	-	-	-	21	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	497.8	499.3	1.5	501.1	97	2	Recovery Path: Improved Below Target
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.3	503.1	5.8	501.2	43	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	504.3	503.6	-0.7	507.1	161	0	Recovery Path: Declined
Lowest Performing	484.8	484.0	-0.8	491.0	25	0	Recovery Path: Declined
High Needs	503.0	501.0	-2.0	505.9	107	3	Recovery Path: Met Target
English Learners and Former English Learners	504.6	503.6	-1.0	508.2	59	3	Recovery Path: Met Target
Low Income	502.2	501.9	-0.3	504.7	78	3	Recovery Path: Met Target
Students with Disabilities	-	-	-	-	21	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	509.7	509.0	-0.7	512.9	97	3	Recovery Path: Met Target
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.9	493.0	0.1	496.6	43	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	511.9	503.8	-8.1	514.1	55	0	Path Forward: Declined
Lowest Performing	-	-	-	-	12	-	-
High Needs	511.1	500.0	-11.1	514.6	36	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	509.5	502.9	-6.6	513.9	26	3	Path Forward: Met Target
Students with Disabilities	-	-	-	-	6	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	516.1	504.6	-11.5	518.3	38	3	Path Forward: Met Target
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	15	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.2	103	3	Typical Growth - High
Lowest Performing	52.7	25	3	Typical Growth - High
High Needs	55.3	69	3	Typical Growth - High
English Learners and Former English Learners	60.9	36	4	Exceeded Typical Growth
Low Income	53.6	53	3	Typical Growth - High
Students with Disabilities	-	14	-	-
American Indian or Alaska Native	-	-	-	-
Asian	56.9	65	3	Typical Growth - High
Black or African American	-	2	-	-
Hispanic or Latino	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	63.6	31	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.2	106	3	Typical Growth - High
Lowest Performing	48.9	25	2	Typical Growth - Low
High Needs	54.7	72	3	Typical Growth - High
English Learners and Former English Learners	64.4	39	4	Exceeded Typical Growth
Low Income	56.2	56	3	Typical Growth - High
Students with Disabilities	-	14	-	-
American Indian or Alaska Native	-	-	-	-
Asian	64.5	68	4	Exceeded Typical Growth
Black or African American	-	2	-	-
Hispanic or Latino	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.8	31	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	70.0	57.7	-12.3	72.2	52	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	70.0	57.7	-12.3	72.2	52	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	2.0	2.8	0.8	1.0	287	4	Exceeded Target
Lowest Performing	3.8	3.8	0.0	1.0	26	4	Exceeded Target
High Needs	2.1	3.2	1.1	1.0	185	4	Exceeded Target
English Learners and Former English Learners	1.0	3.3	2.3	1.0	92	4	Exceeded Target
Low Income	2.7	3.5	0.8	1.0	143	4	Exceeded Target
Students with Disabilities	-	-	-	-	33	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	0.0	0.6	0.6	1.0	166	4	Exceeded Target
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	4.9	4.5	-0.4	3.7	88	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	172	171	99	Yes	1	172	172	100	Yes	1	60	60	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	116	115	116	116	41	41	273	272	100	Yes	1
English Learners and Former English Learners	68	67	68	68	25	25	161	160	99	Yes	1
Low Income	87	86	87	87	31	31	205	204	100	Yes	1
Students with Disabilities	22	22	22	22	6	6	50	50	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	105	104	105	105	43	43	253	252	100	Yes	1
Black or African American	3	3	3	3	1	1	7	-	-	-	-
Hispanic or Latino	13	13	13	13	0	0	26	-	-	-	-
Multi-Race, Not Hispanic or Latino	7	7	7	7	1	1	15	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	43	43	43	43	15	15	101	101	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