Massachusetts School and District Profiles

Squantum

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Squantum

Organization Information

DISTRICT NAME
Quincy (02430000)

TITLE I STATUS
Non-Title I School

SCHOOL
Squantum (02430095)

GRADES SERVED
K,01,02,03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
40% - Moderate progress toward targets	47

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	33%	45%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	40%
	Moderate 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	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	4	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	3	4	10.0
Weighted total		2.0	9.6	-	5.3	7.6	-
Percentage of possible points		21%		-	70%		-
2026 Annual criterion-referenced target percentage		45%

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	-	0	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	4	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	1	4	10.0
Weighted total		3.6	9.6	-	2.1	7.6	-
Percentage of possible points		38%		-	28%		-
2025 Annual criterion-referenced target percentage		33%

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	34%	16%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	23%
	Limited or no 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	1	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		1.6	10.3	-
Percentage of possible points		16%		-
2026 Annual criterion-referenced target percentage		16%

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	4	4	-
	Achievement total	4	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		3.5	10.3	-
Percentage of possible points		34%		-
2025 Annual criterion-referenced target percentage		34%

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	498.1	499.8	1.7	501.3	156	2	Recovery Path: Improved Below Target
Lowest Performing	472.3	477.7	5.4	476.8	23	4	Recovery Path: Exceeded Target
High Needs	491.3	491.3	0.0	495.0	87	1	Recovery Path: No Change
English Learners and Former English Learners	491.3	489.9	-1.4	496.0	27	0	Recovery Path: Declined
Low Income	491.5	490.8	-0.7	495.7	53	0	Recovery Path: Declined
Students with Disabilities	482.9	484.3	1.4	486.5	46	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	497.6	501.1	3.5	500.4	33	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.7	502.4	1.7	503.2	88	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	498.1	495.0	-3.1	499.9	156	0	Recovery Path: Declined
Lowest Performing	473.0	474.3	1.3	477.9	23	2	Recovery Path: Improved Below Target
High Needs	492.9	490.2	-2.7	495.4	87	0	Recovery Path: Declined
English Learners and Former English Learners	495.8	490.6	-5.2	498.5	27	0	Recovery Path: Declined
Low Income	494.4	488.9	-5.5	497.2	53	0	Recovery Path: Declined
Students with Disabilities	485.2	482.9	-2.3	487.7	46	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	503.1	503.2	0.1	505.2	33	2	Recovery Path: Improved Below Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.0	495.7	-4.3	502.1	88	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	500.8	485.7	-15.1	503.0	49	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	14	-	-
High Needs	499.2	476.8	-22.4	502.6	31	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	502.5	475.8	-26.7	505.9	20	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.2	490.2	-12.0	504.6	27	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.4	93	3	Typical Growth - High
Lowest Performing	52.3	23	3	Typical Growth - High
High Needs	53.6	53	3	Typical Growth - High
English Learners and Former English Learners	56.2	20	3	Typical Growth - High
Low Income	52.3	35	3	Typical Growth - High
Students with Disabilities	49.0	24	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	15	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.4	53	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	36.7	93	1	Low Growth
Lowest Performing	39.9	23	1	Low Growth
High Needs	38.0	53	1	Low Growth
English Learners and Former English Learners	38.2	20	1	Low Growth
Low Income	42.6	35	2	Typical Growth - Low
Students with Disabilities	33.6	24	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	15	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	36.5	53	1	Low Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	75.8	47.1	-28.7	81.2	34	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	75.8	47.1	-28.7	81.2	34	0	Declined
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	9.7	10.4	0.7	8.4	278	0	Declined
Lowest Performing	12.5	8.7	-3.8	9.0	23	3	Met Target
High Needs	13.1	14.4	1.3	10.5	160	0	Declined
English Learners and Former English Learners	11.5	13.8	2.3	8.5	58	0	Declined
Low Income	15.5	15.7	0.2	11.8	102	1	No Change
Students with Disabilities	12.8	20.8	8.0	9.5	77	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	5.1	10.3	5.2	2.2	68	0	Declined
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	25	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.8	6.8	0.0	5.4	148	1	No Change

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	163	163	100	Yes	1	163	163	100	Yes	1	50	50	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	93	93	93	93	32	32	218	218	100	Yes	1
English Learners and Former English Learners	29	29	29	29	11	11	69	69	100	Yes	1
Low Income	59	59	59	59	21	21	139	139	100	Yes	1
Students with Disabilities	49	49	49	49	18	18	116	116	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	36	36	36	36	10	10	82	82	100	Yes	1
Black or African American	10	10	10	10	3	3	23	-	-	-	-
Hispanic or Latino	17	17	17	17	7	7	41	-	-	-	-
Multi-Race, Not Hispanic or Latino	11	11	11	11	3	3	25	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	89	89	89	89	27	27	205	205	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