Massachusetts School and District Profiles

Francis W Parker

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Francis W Parker

Organization Information

DISTRICT NAME
Quincy (02430000)

TITLE I STATUS
Title I School

SCHOOL
Francis W Parker (02430075)

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
52% - Substantial progress toward targets	61

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	82%	32%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	52%
	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	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	4	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	1	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		1.3	9.6	-	3.8	7.6	-
Percentage of possible points		14%		-	50%		-
2026 Annual criterion-referenced target percentage		32%

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	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	8	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	4	4	10.0
Weighted total		6.1	9.6	-	7.6	7.6	-
Percentage of possible points		64%		-	100%		-
2025 Annual criterion-referenced target percentage		82%

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	54%	19%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	33%
	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	0	4	-
	Science achievement	0	4	-
	Achievement total	1	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.0	10.3	-
Percentage of possible points		19%		-
2026 Annual criterion-referenced target percentage		19%

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	4	4	-
	Science achievement	2	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	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	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.6	10.3	-
Percentage of possible points		54%		-
2025 Annual criterion-referenced target percentage		54%

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	492.5	491.4	-1.1	495.7	178	0	Recovery Path: Declined
Lowest Performing	466.2	468.6	2.4	472.0	25	2	Recovery Path: Improved Below Target
High Needs	488.7	488.6	-0.1	491.2	151	1	Recovery Path: No Change
English Learners and Former English Learners	488.9	488.8	-0.1	492.4	108	1	Recovery Path: No Change
Low Income	486.0	486.0	0.0	487.6	107	1	Recovery Path: No Change
Students with Disabilities	478.8	477.3	-1.5	481.7	48	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	495.2	494.6	-0.6	498.5	115	0	Recovery Path: Declined
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.4	490.6	2.2	490.3	32	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	498.6	496.6	-2.0	500.8	178	0	Recovery Path: Declined
Lowest Performing	468.3	473.5	5.2	474.5	25	2	Recovery Path: Improved Below Target
High Needs	496.0	494.3	-1.7	498.3	151	0	Recovery Path: Declined
English Learners and Former English Learners	500.9	498.4	-2.5	503.8	108	0	Recovery Path: Declined
Low Income	494.1	490.1	-4.0	496.5	107	0	Path Forward: Declined
Students with Disabilities	476.2	479.2	3.0	479.5	48	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	507.3	503.9	-3.4	511.0	115	0	Path Forward: Declined
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	482.8	486.0	3.2	484.9	32	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	500.4	496.1	-4.3	503.1	64	0	Path Forward: Declined
Lowest Performing	-	-	-	-	8	-	-
High Needs	495.4	492.7	-2.7	498.8	54	0	Path Forward: Declined
English Learners and Former English Learners	496.4	492.6	-3.8	500.4	39	0	Recovery Path: Declined
Low Income	491.6	490.2	-1.4	495.0	36	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	501.7	500.1	-1.6	505.7	46	0	Path Forward: Declined
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	6	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.5	114	3	Typical Growth - High
Lowest Performing	46.0	25	2	Typical Growth - Low
High Needs	57.9	98	3	Typical Growth - High
English Learners and Former English Learners	60.4	69	4	Exceeded Typical Growth
Low Income	57.9	70	3	Typical Growth - High
Students with Disabilities	49.4	32	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	61.0	74	4	Exceeded Typical Growth
Black or African American	-	7	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.7	20	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.0	120	3	Typical Growth - High
Lowest Performing	50.4	25	3	Typical Growth - High
High Needs	52.5	104	3	Typical Growth - High
English Learners and Former English Learners	53.5	75	3	Typical Growth - High
Low Income	49.6	75	2	Typical Growth - Low
Students with Disabilities	50.3	32	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	53.3	80	3	Typical Growth - High
Black or African American	-	7	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.0	20	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	71.7	69.1	-2.6	75.7	94	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	71.7	69.1	-2.6	75.7	94	1	No Change
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	7.3	9.5	2.2	6.0	306	0	Declined
Lowest Performing	14.8	15.4	0.6	11.3	26	0	Declined
High Needs	7.9	10.4	2.5	5.3	259	0	Declined
English Learners and Former English Learners	5.9	5.8	-0.1	2.9	189	2	Improved Below Target
Low Income	8.4	10.7	2.3	4.7	187	0	Declined
Students with Disabilities	17.4	24.3	6.9	14.1	74	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	2.2	2.2	0.0	1.0	183	4	Exceeded Target
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	-	-	-	-	28	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	17.2	22.4	5.2	15.8	58	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	196	195	99	Yes	1	199	198	99	Yes	1	73	72	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	168	167	170	169	62	61	400	397	99	Yes	1
English Learners and Former English Learners	123	122	125	124	46	46	294	292	99	Yes	1
Low Income	122	121	124	123	43	42	289	286	99	Yes	1
Students with Disabilities	52	51	52	51	14	13	118	115	97	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	126	126	127	127	50	50	303	303	100	Yes	1
Black or African American	13	13	13	13	5	5	31	-	-	-	-
Hispanic or Latino	16	15	17	16	8	8	41	-	-	-	-
Multi-Race, Not Hispanic or Latino	9	9	9	9	2	2	20	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	32	32	32	32	7	6	71	70	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