Massachusetts School and District Profiles

Annie L Sargent School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Annie L Sargent School

Organization Information

DISTRICT NAME
North Andover (02110000)

TITLE I STATUS
Non-Title I School

SCHOOL
Annie L Sargent School (02110018)

GRADES SERVED
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
61% - Substantial progress toward targets	78

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	56%	64%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	61%
	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	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	67.5	8	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	22.5	8	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		3.1	10.3	-	7.4	7.6	-
Percentage of possible points		30%		-	97%		-
2026 Annual criterion-referenced target percentage		64%

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	2	4	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	67.5	7	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	7	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	2	4	10.0
Weighted total		2.7	10.3	-	6.5	7.6	-
Percentage of possible points		26%		-	86%		-
2025 Annual criterion-referenced target percentage		56%

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	71%	24%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	43%
	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	-	-	-
	Achievement total	0	8	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		1.8	7.6	-
Percentage of possible points		24%		-
2026 Annual criterion-referenced target percentage		24%

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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	-	-	-
	Achievement total	6	8	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.4	7.6	-
Percentage of possible points		71%		-
2025 Annual criterion-referenced target percentage		71%

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	498.6	498.7	0.1	501.0	359	2	Recovery Path: Improved Below Target
Lowest Performing	474.9	482.1	7.2	480.0	42	4	Path Forward: Exceeded Target
High Needs	487.5	486.2	-1.3	489.9	130	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	486.4	485.0	-1.4	489.2	46	0	Recovery Path: Declined
Students with Disabilities	486.5	484.4	-2.1	488.8	103	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	28	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	26	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.2	499.2	1.0	500.9	282	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	502.2	501.4	-0.8	504.7	357	0	Recovery Path: Declined
Lowest Performing	478.4	488.1	9.7	482.4	42	4	Recovery Path: Exceeded Target
High Needs	489.9	488.1	-1.8	492.4	128	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	484.0	488.6	4.6	486.0	45	4	Recovery Path: Exceeded Target
Students with Disabilities	488.7	485.0	-3.7	491.9	101	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	28	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	26	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.6	501.8	0.2	502.9	280	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	503.9	501.1	-2.8	506.1	114	0	Path Forward: Declined
Lowest Performing	-	-	-	-	17	-	-
High Needs	-	-	-	-	28	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	-	-	-	-	23	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.2	501.9	-3.3	507.4	89	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.6	218	3	Typical Growth - High
Lowest Performing	61.6	42	4	Exceeded Typical Growth
High Needs	55.4	66	3	Typical Growth - High
English Learners and Former English Learners	-	3	-	-
Low Income	48.2	26	2	Typical Growth - Low
Students with Disabilities	56.5	51	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	15	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.7	172	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.7	217	3	Typical Growth - High
Lowest Performing	64.2	42	4	Exceeded Typical Growth
High Needs	56.1	65	3	Typical Growth - High
English Learners and Former English Learners	-	3	-	-
Low Income	50.8	25	3	Typical Growth - High
Students with Disabilities	56.4	50	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	15	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.2	171	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	-	-	-	-	-	-	-
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	9.4	5.1	-4.3	8.3	587	4	Exceeded Target
Lowest Performing	9.1	7.1	-2.0	5.8	42	2	Improved Below Target
High Needs	15.0	8.6	-6.4	12.9	198	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	29.2	17.6	-11.6	24.9	68	4	Exceeded Target
Students with Disabilities	10.4	10.0	-0.4	7.9	150	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	42	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	47	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	28	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	8.6	4.5	-4.1	7.4	465	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	364	363	100	Yes	1	364	361	99	Yes	1	116	116	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	133	132	133	130	28	28	294	290	99	Yes	1
English Learners and Former English Learners	10	10	10	10	0	0	20	-	-	-	-
Low Income	47	47	47	46	13	13	107	106	99	Yes	1
Students with Disabilities	105	104	105	102	23	23	233	229	98	Yes	1
American Indian or Alaska Native	2	2	2	2	0	0	4	-	-	-	-
Asian	30	30	30	30	8	8	68	68	100	Yes	1
Black or African American	2	2	2	2	1	1	5	-	-	-	-
Hispanic or Latino	26	26	26	26	8	8	60	60	100	Yes	1
Multi-Race, Not Hispanic or Latino	19	19	19	19	9	9	47	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	285	284	285	282	90	90	660	656	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