Massachusetts School and District Profiles

Lt Peter M Hansen

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Lt Peter M Hansen

Organization Information

DISTRICT NAME
Canton (00500000)

TITLE I STATUS
Title I School

SCHOOL
Lt Peter M Hansen (00500012)

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
60% - Substantial progress toward targets	79

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	66%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	60%
	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	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		1.8	10.3	-	7.2	7.6	-
Percentage of possible points		18%		-	95%		-
2026 Annual criterion-referenced target percentage		56%

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	3	4	-	4	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	7	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	2	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0
Weighted total		6.3	10.3	-	5.4	7.6	-
Percentage of possible points		61%		-	71%		-
2025 Annual criterion-referenced target percentage		66%

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	50%	14%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	28%
	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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		1.4	10.3	-
Percentage of possible points		14%		-
2026 Annual criterion-referenced target percentage		14%

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	4	4	-
	Achievement total	5	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		5.1	10.3	-
Percentage of possible points		50%		-
2025 Annual criterion-referenced target percentage		50%

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	503.9	501.2	-2.7	507.0	271	0	Recovery Path: Declined
Lowest Performing	474.4	479.4	5.0	478.7	42	4	Recovery Path: Exceeded Target
High Needs	489.0	484.2	-4.8	491.6	90	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	490.1	488.4	-1.7	492.4	52	0	Recovery Path: Declined
Students with Disabilities	477.9	472.5	-5.4	481.1	45	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	504.1	505.4	1.3	505.2	32	3	Recovery Path: Met Target
Black or African American	490.5	486.0	-4.5	493.2	36	0	Recovery Path: Declined
Hispanic or Latino	489.7	495.9	6.2	492.3	25	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	514.9	510.4	-4.5	516.3	22	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	506.3	503.4	-2.9	509.0	154	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	504.0	503.4	-0.6	505.5	272	0	Path Forward: Declined
Lowest Performing	475.5	481.5	6.0	480.2	42	4	Recovery Path: Exceeded Target
High Needs	487.1	484.4	-2.7	488.9	91	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	486.5	486.3	-0.2	488.9	52	1	Path Forward: No Change
Students with Disabilities	477.1	473.7	-3.4	481.0	45	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	510.5	511.2	0.7	513.5	33	4	Path Forward: Exceeded Target
Black or African American	486.5	484.0	-2.5	489.9	36	0	Recovery Path: Declined
Hispanic or Latino	488.9	495.2	6.3	491.8	25	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	514.8	514.3	-0.5	516.3	23	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	506.1	506.1	0.0	507.8	153	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	503.9	500.1	-3.8	506.1	100	0	Path Forward: Declined
Lowest Performing	-	-	-	-	17	-	-
High Needs	489.1	483.6	-5.5	492.6	34	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	-	-	-	-	20	-	-
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	506.4	499.8	-6.6	508.6	52	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.0	179	3	Typical Growth - High
Lowest Performing	53.6	42	3	Typical Growth - High
High Needs	47.7	56	2	Typical Growth - Low
English Learners and Former English Learners	-	11	-	-
Low Income	47.7	34	2	Typical Growth - Low
Students with Disabilities	41.4	29	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	58.7	26	3	Typical Growth - High
Black or African American	43.5	24	2	Typical Growth - Low
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	54.1	97	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	59.3	180	3	Typical Growth - High
Lowest Performing	52.7	42	3	Typical Growth - High
High Needs	52.7	57	3	Typical Growth - High
English Learners and Former English Learners	-	12	-	-
Low Income	53.7	34	3	Typical Growth - High
Students with Disabilities	49.2	29	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	63.8	27	4	Exceeded Typical Growth
Black or African American	46.8	24	2	Typical Growth - Low
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	61.8	96	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	-	-	-	-	-	-	-
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	9.5	7.3	-2.2	8.4	455	4	Exceeded Target
Lowest Performing	22.2	16.7	-5.5	18.9	42	4	Exceeded Target
High Needs	16.9	15.3	-1.6	14.8	157	3	Met Target
English Learners and Former English Learners	-	-	-	-	39	-	-
Low Income	26.7	20.8	-5.9	22.4	96	4	Exceeded Target
Students with Disabilities	18.2	10.0	-8.2	15.7	80	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	9.4	10.2	0.8	7.3	59	0	Declined
Black or African American	23.3	14.5	-8.8	20.3	62	4	Exceeded Target
Hispanic or Latino	15.2	13.2	-2.0	11.0	38	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	12.8	8.3	-4.5	11.7	36	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	5.5	3.9	-1.6	4.3	258	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	274	273	100	Yes	1	274	274	100	Yes	1	102	101	99	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	92	91	92	92	34	34	218	217	100	Yes	1
English Learners and Former English Learners	20	19	20	20	10	10	50	49	98	Yes	1
Low Income	52	52	52	52	20	20	124	124	100	Yes	1
Students with Disabilities	46	46	46	46	15	15	107	107	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	33	32	33	33	11	11	77	76	99	Yes	1
Black or African American	37	37	37	37	15	15	89	89	100	Yes	1
Hispanic or Latino	25	25	25	25	8	8	58	58	100	Yes	1
Multi-Race, Not Hispanic or Latino	22	22	23	23	13	13	58	58	100	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	155	155	154	154	54	53	363	362	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