Massachusetts School and District Profiles

Beebe

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Beebe

Organization Information

DISTRICT NAME
Malden (01650000)

TITLE I STATUS
Title I School

SCHOOL
Beebe (01650003)

GRADES SERVED
K,01,02,03,04,05,06,07,08

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
59% - Substantial progress toward targets	52

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	43%	71%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	59%
	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	2	4	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	8	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	2	4	10.0
Weighted total		6.7	9.6	-	5.4	7.6	-
Percentage of possible points		70%		-	71%		-
2026 Annual criterion-referenced target percentage		71%

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	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	20.0	4	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		3.1	9.6	-	4.0	7.6	-
Percentage of possible points		32%		-	53%		-
2025 Annual criterion-referenced target percentage		43%

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	27%	61%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	48%
	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	1	4	-
	Mathematics achievement	2	4	-
	Science achievement	4	4	-
	Achievement total	7	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		6.3	10.3	-
Percentage of possible points		61%		-
2026 Annual criterion-referenced target percentage		61%

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	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	2	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		2.8	10.3	-
Percentage of possible points		27%		-
2025 Annual criterion-referenced target percentage		27%

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	490.0	490.5	0.5	493.4	566	2	Recovery Path: Improved Below Target
Lowest Performing	457.5	460.5	3.0	462.2	94	2	Recovery Path: Improved Below Target
High Needs	483.2	482.7	-0.5	485.4	381	1	Recovery Path: No Change
English Learners and Former English Learners	479.1	475.2	-3.9	483.4	209	0	Recovery Path: Declined
Low Income	482.6	483.1	0.5	485.6	324	2	Recovery Path: Improved Below Target
Students with Disabilities	472.1	471.8	-0.3	474.6	82	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	498.5	498.9	0.4	501.0	172	2	Recovery Path: Improved Below Target
Black or African American	481.3	482.1	0.8	483.5	84	2	Recovery Path: Improved Below Target
Hispanic or Latino	479.3	479.1	-0.2	483.1	130	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	494.8	508.7	13.9	496.8	27	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	492.3	493.1	0.8	495.5	148	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	494.1	495.8	1.7	496.4	566	2	Recovery Path: Improved Below Target
Lowest Performing	464.3	471.0	6.7	468.0	94	4	Recovery Path: Exceeded Target
High Needs	488.3	489.3	1.0	490.7	381	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	487.1	486.0	-1.1	490.0	208	0	Recovery Path: Declined
Low Income	487.1	489.6	2.5	489.3	324	3	Recovery Path: Met Target
Students with Disabilities	472.6	473.7	1.1	475.9	82	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	509.1	509.7	0.6	512.8	172	3	Path Forward: Met Target
Black or African American	480.5	484.2	3.7	482.0	84	4	Recovery Path: Exceeded Target
Hispanic or Latino	480.4	483.0	2.6	483.4	131	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	495.6	508.8	13.2	497.7	27	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	495.3	496.1	0.8	497.4	147	2	Path Forward: 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	486.8	496.1	9.3	489.8	178	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	25	-	-
High Needs	480.9	488.1	7.2	483.6	108	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	474.8	480.2	5.4	479.0	57	4	Recovery Path: Exceeded Target
Low Income	481.0	487.7	6.7	483.9	96	4	Recovery Path: Exceeded Target
Students with Disabilities	470.6	479.0	8.4	473.2	23	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	501.1	501.8	0.7	504.3	60	2	Recovery Path: Improved Below Target
Black or African American	475.1	490.0	14.9	477.9	20	4	Recovery Path: Exceeded Target
Hispanic or Latino	472.4	484.7	12.3	477.5	44	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	488.6	502.6	14.0	490.8	48	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.7	427	3	Typical Growth - High
Lowest Performing	49.8	94	2	Typical Growth - Low
High Needs	55.7	270	3	Typical Growth - High
English Learners and Former English Learners	55.9	140	3	Typical Growth - High
Low Income	56.5	234	3	Typical Growth - High
Students with Disabilities	42.3	45	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	62.1	135	4	Exceeded Typical Growth
Black or African American	54.3	64	3	Typical Growth - High
Hispanic or Latino	52.0	90	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	49.2	118	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.8	434	3	Typical Growth - High
Lowest Performing	56.2	94	3	Typical Growth - High
High Needs	53.0	277	3	Typical Growth - High
English Learners and Former English Learners	53.1	147	3	Typical Growth - High
Low Income	53.8	241	3	Typical Growth - High
Students with Disabilities	42.2	44	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	56.5	140	3	Typical Growth - High
Black or African American	51.3	65	3	Typical Growth - High
Hispanic or Latino	53.6	91	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	47.4	118	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	44.1	59.3	15.2	49.5	241	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	44.1	59.3	15.2	49.5	241	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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	11.0	10.2	-0.8	9.7	831	3	Met Target
Lowest Performing	14.3	11.7	-2.6	10.8	94	2	Improved Below Target
High Needs	13.8	13.1	-0.7	11.2	590	2	Improved Below Target
English Learners and Former English Learners	10.5	9.8	-0.7	7.5	367	2	Improved Below Target
Low Income	15.6	14.2	-1.4	11.9	493	2	Improved Below Target
Students with Disabilities	22.5	21.6	-0.9	19.2	125	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	7	-	-
Asian	2.4	2.4	0.0	1.0	249	4	Exceeded Target
Black or African American	6.4	9.6	3.2	2.9	125	0	Declined
Hispanic or Latino	25.1	21.6	-3.5	21.4	213	3	Met Target
Multi-Race, Not Hispanic or Latino	10.0	11.9	1.9	8.7	42	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	10.3	8.2	-2.1	8.9	194	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	598	592	99	Yes	1	598	593	99	Yes	1	185	183	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	412	406	411	406	115	113	938	925	99	Yes	1
English Learners and Former English Learners	229	228	228	227	61	61	518	516	100	Yes	1
Low Income	351	345	350	345	101	99	802	789	98	Yes	1
Students with Disabilities	88	84	87	84	24	23	199	191	96	Yes	1
American Indian or Alaska Native	4	4	4	4	0	0	8	-	-	-	-
Asian	184	184	184	184	64	64	432	432	100	Yes	1
Black or African American	88	88	89	89	20	20	197	197	100	Yes	1
Hispanic or Latino	139	135	139	136	46	44	324	315	97	Yes	1
Multi-Race, Not Hispanic or Latino	27	27	27	27	5	5	59	59	100	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	155	153	154	152	49	49	358	354	99	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