Massachusetts School and District Profiles

Milton Fuller Roberts

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Milton Fuller Roberts

Organization Information

DISTRICT NAME
Medford (01760000)

TITLE I STATUS
Non-Title I School

SCHOOL
Milton Fuller Roberts (01760150)

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
70% - 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	57%	78%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	70%
	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	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	8	12	60.0	8	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	0	4	10.0
Weighted total		6.3	9.6	-	6.8	7.6	-
Percentage of possible points		66%		-	90%		-
2026 Annual criterion-referenced target percentage		78%

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	1	4	-	3	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	3	12	60.0	7	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		2.8	9.6	-	6.5	7.6	-
Percentage of possible points		29%		-	86%		-
2025 Annual criterion-referenced target percentage		57%

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	13%	76%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	51%
	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	4	4	-
	Mathematics achievement	2	4	-
	Science achievement	4	4	-
	Achievement total	10	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		1.3	10.3	-
Percentage of possible points		13%		-
2025 Annual criterion-referenced target percentage		13%

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	494.4	496.4	2.0	497.0	253	2	Recovery Path: Improved Below Target
Lowest Performing	467.4	474.0	6.6	472.5	36	4	Path Forward: Exceeded Target
High Needs	482.7	486.4	3.7	484.9	102	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	477.5	490.3	12.8	480.0	25	4	Path Forward: Exceeded Target
Low Income	482.5	485.9	3.4	485.1	60	4	Recovery Path: Exceeded Target
Students with Disabilities	474.6	482.2	7.6	477.9	58	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	496.8	500.4	3.6	499.9	24	3	Path Forward: Met Target
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	487.8	488.7	0.9	491.2	29	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	502.4	499.1	-3.3	504.7	23	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.1	498.2	2.1	498.6	158	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	490.2	491.7	1.5	492.6	255	2	Recovery Path: Improved Below Target
Lowest Performing	461.9	471.7	9.8	466.7	36	4	Recovery Path: Exceeded Target
High Needs	480.6	481.5	0.9	483.1	103	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	477.0	482.9	5.9	480.5	25	4	Path Forward: Exceeded Target
Low Income	481.7	481.5	-0.2	484.0	60	1	Recovery Path: No Change
Students with Disabilities	471.7	478.0	6.3	475.8	59	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	505.1	502.9	-2.2	509.1	24	0	Path Forward: Declined
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	482.1	484.3	2.2	484.6	29	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	499.9	497.5	-2.4	502.4	22	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.0	491.8	1.8	492.5	161	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	494.2	498.7	4.5	496.4	80	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	14	-	-
High Needs	478.8	488.7	9.9	482.6	27	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.3	503.2	7.9	499.0	52	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.8	155	2	Typical Growth - Low
Lowest Performing	52.9	36	3	Typical Growth - High
High Needs	46.1	57	2	Typical Growth - Low
English Learners and Former English Learners	-	13	-	-
Low Income	41.7	34	2	Typical Growth - Low
Students with Disabilities	42.9	27	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	13	-	-
Black or African American	-	11	-	-
Hispanic or Latino	52.1	21	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.1	96	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.1	155	3	Typical Growth - High
Lowest Performing	56.7	36	3	Typical Growth - High
High Needs	49.6	57	2	Typical Growth - Low
English Learners and Former English Learners	-	13	-	-
Low Income	44.6	34	2	Typical Growth - Low
Students with Disabilities	55.8	27	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	13	-	-
Black or African American	-	11	-	-
Hispanic or Latino	48.1	21	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.0	96	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	48.3	80.0	31.7	50.5	25	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	48.3	80.0	31.7	50.5	25	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	10.3	10.8	0.5	8.8	455	1	No Change
Lowest Performing	20.0	25.0	5.0	15.4	36	0	Declined
High Needs	18.9	19.4	0.5	16.5	196	1	No Change
English Learners and Former English Learners	13.3	12.7	-0.6	9.8	55	2	Improved Below Target
Low Income	22.4	23.0	0.6	19.2	126	0	Declined
Students with Disabilities	17.2	17.6	0.4	13.6	108	1	No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	4.3	7.8	3.5	1.0	51	0	Declined
Black or African American	-	-	-	-	31	-	-
Hispanic or Latino	23.0	19.7	-3.3	18.8	61	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	12.5	13.2	0.7	11.0	38	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	8.6	8.1	-0.5	6.8	273	2	Improved Below 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	261	258	99	Yes	1	263	262	100	Yes	1	83	83	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	108	107	108	108	29	29	245	244	100	Yes	1
English Learners and Former English Learners	28	28	28	28	6	6	62	62	100	Yes	1
Low Income	64	64	64	64	18	18	146	146	100	Yes	1
Students with Disabilities	61	60	61	61	15	15	137	136	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	27	27	27	27	5	5	59	59	100	Yes	1
Black or African American	19	19	19	19	7	7	45	-	-	-	-
Hispanic or Latino	30	30	31	31	10	10	71	71	100	Yes	1
Multi-Race, Not Hispanic or Latino	23	23	23	22	8	8	54	53	98	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	162	159	163	163	53	53	378	375	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