Massachusetts School and District Profiles

Atkinson

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Atkinson

Organization Information

DISTRICT NAME
North Andover (02110000)

TITLE I STATUS
Title I School

SCHOOL
Atkinson (02110001)

GRADES SERVED
01,02,03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

School of Recognition

Progress toward improvement targets	Accountability percentile
54% - Substantial progress toward targets	31

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	51%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	54%
	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	4	4	-	0	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	2	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	3	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	4	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		8.2	9.6	-	2.0	7.6	-
Percentage of possible points		85%		-	26%		-
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	0	4	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	8	8	67.5
Growth	English language arts growth	1	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	3	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	4	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	1	4	10.0
Weighted total		1.4	9.6	-	6.6	7.6	-
Percentage of possible points		15%		-	87%		-
2025 Annual criterion-referenced target percentage		51%

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	30%	72%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	55%
	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	4	4	-
	Science achievement	2	4	-
	Achievement total	10	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	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		7.4	10.3	-
Percentage of possible points		72%		-
2026 Annual criterion-referenced target percentage		72%

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	3	4	-
	Achievement total	3	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		3.1	10.3	-
Percentage of possible points		30%		-
2025 Annual criterion-referenced target percentage		30%

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	485.8	490.8	5.0	488.8	180	4	Recovery Path: Exceeded Target
Lowest Performing	464.3	462.6	-1.7	468.9	24	0	Recovery Path: Declined
High Needs	477.4	481.9	4.5	479.3	114	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	478.1	477.5	-0.6	480.5	36	0	Path Forward: Declined
Low Income	476.9	481.7	4.8	479.7	77	4	Recovery Path: Exceeded Target
Students with Disabilities	468.6	472.2	3.6	470.7	56	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	476.4	481.2	4.8	477.9	51	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.3	494.4	4.1	492.4	96	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	487.5	494.0	6.5	489.6	180	4	Path Forward: Exceeded Target
Lowest Performing	463.7	466.4	2.7	468.3	24	2	Recovery Path: Improved Below Target
High Needs	480.3	485.7	5.4	482.9	114	4	Path Forward: Exceeded Target
English Learners and Former English Learners	486.1	486.3	0.2	489.2	36	2	Recovery Path: Improved Below Target
Low Income	480.1	484.7	4.6	482.5	77	4	Path Forward: Exceeded Target
Students with Disabilities	470.7	476.1	5.4	474.0	56	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	479.6	486.8	7.2	482.4	51	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.5	496.1	5.6	492.6	96	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	484.6	489.3	4.7	487.3	65	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	14	-	-
High Needs	477.6	479.7	2.1	481.0	41	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	479.6	476.2	-3.4	483.0	29	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.2	495.4	3.2	495.2	31	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	39.8	112	1	Low Growth
Lowest Performing	32.3	24	1	Low Growth
High Needs	39.7	72	1	Low Growth
English Learners and Former English Learners	46.7	21	2	Typical Growth - Low
Low Income	41.1	52	2	Typical Growth - Low
Students with Disabilities	31.2	38	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	3	-	-
Black or African American	-	13	-	-
Hispanic or Latino	39.6	36	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	39.3	56	1	Low Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.9	116	2	Typical Growth - Low
Lowest Performing	42.4	24	2	Typical Growth - Low
High Needs	43.6	76	2	Typical Growth - Low
English Learners and Former English Learners	54.7	24	3	Typical Growth - High
Low Income	42.2	55	2	Typical Growth - Low
Students with Disabilities	35.6	38	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	4	-	-
Black or African American	-	14	-	-
Hispanic or Latino	50.7	37	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.9	57	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	59.5	71.4	11.9	64.9	56	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	59.5	71.4	11.9	64.9	56	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	8.5	10.6	2.1	7.2	331	0	Declined
Lowest Performing	12.5	16.7	4.2	9.0	24	0	Declined
High Needs	12.6	14.5	1.9	10.0	214	0	Declined
English Learners and Former English Learners	14.1	11.8	-2.3	11.1	76	2	Improved Below Target
Low Income	13.5	17.8	4.3	9.8	152	0	Declined
Students with Disabilities	12.3	15.6	3.3	9.0	96	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	38	-	-
Hispanic or Latino	14.3	17.0	2.7	10.6	94	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	7.2	8.8	1.6	5.8	170	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	195	194	99	Yes	1	195	195	100	Yes	1	70	70	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	124	124	125	125	45	45	294	294	100	Yes	1
English Learners and Former English Learners	42	42	43	43	18	18	103	103	100	Yes	1
Low Income	87	87	88	88	33	33	208	208	100	Yes	1
Students with Disabilities	58	58	58	58	21	21	137	137	100	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	11	11	11	11	4	4	26	-	-	-	-
Black or African American	22	22	22	22	9	9	53	53	100	Yes	1
Hispanic or Latino	54	54	55	55	21	21	130	130	100	Yes	1
Multi-Race, Not Hispanic or Latino	6	5	5	5	2	2	13	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	99	99	99	99	32	32	230	230	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