Massachusetts School and District Profiles

Thompson

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Thompson

Organization Information

DISTRICT NAME
Arlington (00100000)

TITLE I STATUS
Title I School

SCHOOL
Thompson (00100050)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
82% - Meeting or exceeding targets	86

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	79%	84%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	82%
	Meeting or exceeding 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	-	2	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	6	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		9.0	9.6	-	5.6	7.6	-
Percentage of possible points		94%		-	74%		-
2026 Annual criterion-referenced target percentage		84%

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	3	4	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	6	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	7	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		5.5	9.6	-	7.6	7.6	-
Percentage of possible points		57%		-	100%		-
2025 Annual criterion-referenced target percentage		79%

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	52%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	42%
	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	2	4	-
	Science achievement	0	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	4	4	-
	Growth total	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	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		3.6	10.3	-
Percentage of possible points		35%		-
2026 Annual criterion-referenced target percentage		35%

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	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	3	4	-
	Achievement total	5	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		5.4	10.3	-
Percentage of possible points		52%		-
2025 Annual criterion-referenced target percentage		52%

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	507.8	508.3	0.5	510.7	258	4	Recovery Path: Exceeded Target
Lowest Performing	480.5	485.0	4.5	486.2	42	2	Recovery Path: Improved Below Target
High Needs	495.1	492.2	-2.9	497.9	107	0	Recovery Path: Declined
English Learners and Former English Learners	492.6	484.5	-8.1	494.4	39	0	Recovery Path: Declined
Low Income	492.2	488.2	-4.0	495.1	57	0	Recovery Path: Declined
Students with Disabilities	492.4	489.1	-3.3	494.8	58	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	499.9	498.7	-1.2	503.0	30	0	Recovery Path: Declined
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	498.5	493.6	-4.9	501.1	29	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	510.7	516.0	5.3	512.1	25	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.9	511.8	0.9	513.6	166	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	504.7	507.4	2.7	506.2	255	4	Path Forward: Exceeded Target
Lowest Performing	481.4	487.8	6.4	486.5	42	4	Path Forward: Exceeded Target
High Needs	495.1	495.4	0.3	497.6	105	2	Path Forward: Improved Below Target
English Learners and Former English Learners	495.6	491.3	-4.3	498.6	39	0	Path Forward: Declined
Low Income	491.6	490.8	-0.8	494.0	55	0	Path Forward: Declined
Students with Disabilities	491.8	490.3	-1.5	495.0	56	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	506.1	505.5	-0.6	509.1	30	3	Path Forward: Met Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	494.5	490.9	-3.6	497.4	27	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	505.8	517.4	11.6	507.3	25	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.0	509.8	2.8	508.7	165	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	509.5	509.9	0.4	511.7	86	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	14	-	-
High Needs	498.9	495.5	-3.4	502.4	36	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.1	518.2	5.1	515.3	52	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	65.6	170	4	Exceeded Typical Growth
Lowest Performing	60.0	42	4	Exceeded Typical Growth
High Needs	61.2	77	4	Exceeded Typical Growth
English Learners and Former English Learners	59.3	26	3	Typical Growth - High
Low Income	58.0	41	3	Typical Growth - High
Students with Disabilities	60.1	40	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	18	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	66.5	110	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	59.4	169	3	Typical Growth - High
Lowest Performing	57.2	42	3	Typical Growth - High
High Needs	60.5	77	4	Exceeded Typical Growth
English Learners and Former English Learners	60.9	27	4	Exceeded Typical Growth
Low Income	60.8	41	4	Exceeded Typical Growth
Students with Disabilities	53.7	40	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	19	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.1	109	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	77.1	46.7	-30.4	82.5	30	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	77.1	46.7	-30.4	82.5	30	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	11.9	7.9	-4.0	10.8	442	4	Exceeded Target
Lowest Performing	15.6	16.7	1.1	12.3	42	0	Declined
High Needs	17.8	14.5	-3.3	15.7	172	4	Exceeded Target
English Learners and Former English Learners	12.5	9.0	-3.5	9.5	67	3	Met Target
Low Income	24.3	20.2	-4.1	20.0	94	3	Met Target
Students with Disabilities	20.7	18.9	-1.8	18.2	90	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	9.5	8.6	-0.9	7.4	58	2	Improved Below Target
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	31.7	15.2	-16.5	27.5	46	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	11.8	8.3	-3.5	10.7	48	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.2	5.6	-4.6	9.0	270	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	263	262	100	Yes	1	263	259	98	Yes	1	88	87	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	109	109	109	107	36	36	254	252	99	Yes	1
English Learners and Former English Learners	41	41	41	41	18	18	100	100	100	Yes	1
Low Income	57	57	57	55	19	19	133	131	98	Yes	1
Students with Disabilities	58	58	58	56	18	18	134	132	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	30	30	30	30	13	13	73	73	100	Yes	1
Black or African American	8	8	8	8	3	3	19	-	-	-	-
Hispanic or Latino	30	30	30	28	13	13	73	71	97	Yes	1
Multi-Race, Not Hispanic or Latino	25	25	25	25	5	5	55	55	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	170	169	170	168	54	53	394	390	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