Massachusetts School and District Profiles

Clifford H Marshall Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Clifford H Marshall Elementary

Organization Information

DISTRICT NAME
Quincy (02430000)

TITLE I STATUS
Title I School

SCHOOL
Clifford H Marshall Elementary (02430055)

GRADES SERVED
K,01,02,03,04

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Limited or no progress toward targets

Progress toward improvement targets	Accountability percentile
23% - Limited or no progress toward targets	45

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	37%	13%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	23%
	Limited or no 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	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	0	8	60.0	0	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	20.0	3	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	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	1	4	10.0
Weighted total		1.1	7.2	-	0.8	7.6	-
Percentage of possible points		15%		-	11%		-
2026 Annual criterion-referenced target percentage		13%

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	2	4	-	0	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	4	8	60.0	2	8	67.5
Growth	English language arts growth	3	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	20.0	3	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		3.4	7.2	-	2.0	7.6	-
Percentage of possible points		47%		-	26%		-
2025 Annual criterion-referenced target percentage		37%

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%	9%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	15%
	Limited or no 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	0	4	-
	Science achievement	-	-	-
	Achievement total	0	8	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	4	-
	Growth total	3	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		0.7	7.6	-
Percentage of possible points		9%		-
2026 Annual criterion-referenced target percentage		9%

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	1	4	-
	Mathematics achievement	0	4	-
	Science achievement	-	-	-
	Achievement total	1	8	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	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	498.0	492.3	-5.7	500.9	206	0	Recovery Path: Declined
Lowest Performing	469.9	468.9	-1.0	475.0	21	0	Path Forward: Declined
High Needs	491.3	486.1	-5.2	495.1	155	0	Recovery Path: Declined
English Learners and Former English Learners	492.4	487.2	-5.2	497.1	88	0	Recovery Path: Declined
Low Income	486.7	482.5	-4.2	490.4	114	0	Recovery Path: Declined
Students with Disabilities	473.5	464.2	-9.3	476.4	32	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	512.0	502.1	-9.9	515.2	78	0	Recovery Path: Declined
Black or African American	488.0	484.6	-3.4	490.3	38	0	Recovery Path: Declined
Hispanic or Latino	486.2	480.1	-6.1	489.7	29	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.9	490.4	-2.5	496.3	50	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	497.6	494.1	-3.5	500.0	205	0	Recovery Path: Declined
Lowest Performing	470.5	468.7	-1.8	475.6	21	0	Path Forward: Declined
High Needs	491.8	488.4	-3.4	494.5	154	0	Recovery Path: Declined
English Learners and Former English Learners	499.2	492.8	-6.4	502.6	87	0	Recovery Path: Declined
Low Income	485.7	482.9	-2.8	488.2	113	0	Recovery Path: Declined
Students with Disabilities	471.6	466.5	-5.1	474.9	32	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	516.4	508.5	-7.9	519.0	78	3	Recovery Path: Met Target
Black or African American	481.9	482.6	0.7	484.6	38	2	Recovery Path: Improved Below Target
Hispanic or Latino	481.0	478.8	-2.2	483.8	29	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.9	491.7	-0.2	495.0	49	1	Recovery Path: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 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	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.3	92	2	Typical Growth - Low
Lowest Performing	43.1	21	2	Typical Growth - Low
High Needs	47.2	69	2	Typical Growth - Low
English Learners and Former English Learners	51.9	37	3	Typical Growth - High
Low Income	43.7	51	2	Typical Growth - Low
Students with Disabilities	-	17	-	-
American Indian or Alaska Native	-	-	-	-
Asian	54.9	32	3	Typical Growth - High
Black or African American	42.9	21	2	Typical Growth - Low
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.4	25	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	40.6	91	2	Typical Growth - Low
Lowest Performing	39.7	21	1	Low Growth
High Needs	38.1	68	1	Low Growth
English Learners and Former English Learners	47.3	36	2	Typical Growth - Low
Low Income	33.0	50	1	Low Growth
Students with Disabilities	-	17	-	-
American Indian or Alaska Native	-	-	-	-
Asian	44.1	32	2	Typical Growth - Low
Black or African American	38.0	21	1	Low Growth
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.4	24	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	57.8	62.4	4.6	60.0	109	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	57.8	62.4	4.6	60.0	109	3	Met 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	11.8	12.9	1.1	10.5	442	0	Declined
Lowest Performing	14.3	14.3	0.0	10.8	21	1	No Change
High Needs	14.4	15.5	1.1	11.8	323	0	Declined
English Learners and Former English Learners	9.4	12.9	3.5	6.4	178	0	Declined
Low Income	18.0	19.0	1.0	14.3	237	0	Declined
Students with Disabilities	15.7	18.6	2.9	12.4	59	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	2.4	3.1	0.7	1.0	160	4	Exceeded Target
Black or African American	18.2	19.2	1.0	14.7	78	0	Declined
Hispanic or Latino	17.9	20.3	2.4	14.2	69	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	27	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	13.3	13.9	0.6	11.9	108	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	220	219	100	Yes	1	219	219	100	Yes	1	0	-	-	-	-

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	167	166	166	166	0	0	333	332	100	Yes	1
English Learners and Former English Learners	96	95	95	95	0	0	191	190	99	Yes	1
Low Income	121	121	120	120	0	0	241	241	100	Yes	1
Students with Disabilities	32	32	32	32	0	0	64	64	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	84	83	84	84	0	0	168	167	99	Yes	1
Black or African American	38	38	38	38	0	0	76	76	100	Yes	1
Hispanic or Latino	32	32	32	32	0	0	64	64	100	Yes	1
Multi-Race, Not Hispanic or Latino	12	12	12	12	0	0	24	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	53	53	52	52	0	0	105	105	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