Massachusetts School and District Profiles

M Norcross Stratton

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - M Norcross Stratton

Organization Information

DISTRICT NAME
Arlington (00100000)

TITLE I STATUS
Title I School

SCHOOL
M Norcross Stratton (00100055)

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
79% - Meeting or exceeding targets	90

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	63%	89%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	79%
	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	3	4	-	4	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		8.0	9.6	-	7.2	7.6	-
Percentage of possible points		83%		-	95%		-
2026 Annual criterion-referenced target percentage		89%

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	-	2	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	6	12	60.0	6	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		5.2	9.6	-	5.4	7.6	-
Percentage of possible points		54%		-	71%		-
2025 Annual criterion-referenced target percentage		63%

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	17%	95%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	64%
	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	-	-	-
	Achievement total	8	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		7.2	7.6	-
Percentage of possible points		95%		-
2026 Annual criterion-referenced target percentage		95%

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	-	-	-
	Achievement total	0	8	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		1.3	7.6	-
Percentage of possible points		17%		-
2025 Annual criterion-referenced target percentage		17%

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	502.8	503.7	0.9	504.2	202	3	Path Forward: Met Target
Lowest Performing	475.9	484.1	8.2	481.0	32	4	Path Forward: Exceeded Target
High Needs	488.2	492.5	4.3	490.5	61	4	Path Forward: Exceeded Target
English Learners and Former English Learners	494.1	495.6	1.5	496.5	30	3	Path Forward: Met Target
Low Income	483.5	485.3	1.8	485.6	23	3	Path Forward: Met Target
Students with Disabilities	481.7	488.3	6.6	484.1	32	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	508.0	508.4	0.4	510.7	45	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.9	503.4	0.5	504.4	117	3	Path Forward: 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	507.3	508.8	1.5	508.8	204	3	Path Forward: Met Target
Lowest Performing	475.9	483.0	7.1	481.0	32	4	Path Forward: Exceeded Target
High Needs	487.7	496.0	8.3	490.2	61	4	Path Forward: Exceeded Target
English Learners and Former English Learners	494.2	505.8	11.6	497.2	30	4	Path Forward: Exceeded Target
Low Income	484.2	484.7	0.5	486.6	23	2	Path Forward: Improved Below Target
Students with Disabilities	481.0	490.3	9.3	484.2	32	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	516.6	518.8	2.2	518.8	45	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.9	506.8	0.9	507.6	119	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	509.7	514.3	4.6	511.9	72	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	13	-	-
High Needs	-	-	-	-	18	-	-
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	-	-	-	-	8	-	-
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.5	513.4	4.9	510.7	43	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.4	143	3	Typical Growth - High
Lowest Performing	60.8	32	4	Exceeded Typical Growth
High Needs	57.1	31	3	Typical Growth - High
English Learners and Former English Learners	-	10	-	-
Low Income	-	11	-	-
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	-	-	-
Asian	62.6	26	4	Exceeded Typical Growth
Black or African American	-	5	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.5	92	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.9	145	3	Typical Growth - High
Lowest Performing	54.6	32	3	Typical Growth - High
High Needs	51.2	32	3	Typical Growth - High
English Learners and Former English Learners	-	12	-	-
Low Income	-	11	-	-
Students with Disabilities	-	18	-	-
American Indian or Alaska Native	-	-	-	-
Asian	62.8	27	4	Exceeded Typical Growth
Black or African American	-	5	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.3	92	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	74.2	83.3	9.1	76.4	36	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	74.2	83.3	9.1	76.4	36	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	6.2	4.1	-2.1	5.1	363	4	Exceeded Target
Lowest Performing	11.1	9.4	-1.7	7.8	32	2	Improved Below Target
High Needs	12.6	8.3	-4.3	10.5	132	4	Exceeded Target
English Learners and Former English Learners	11.3	6.0	-5.3	8.3	67	4	Exceeded Target
Low Income	20.0	13.7	-6.3	15.7	51	4	Exceeded Target
Students with Disabilities	11.6	7.6	-4.0	9.1	66	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	6.4	0.0	-6.4	4.3	85	4	Exceeded Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	28	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	38	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	4.5	3.6	-0.9	3.3	196	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	209	207	99	Yes	1	209	209	100	Yes	1	74	74	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	66	66	66	66	20	20	152	152	100	Yes	1
English Learners and Former English Learners	33	33	33	33	9	9	75	75	100	Yes	1
Low Income	26	26	26	26	9	9	61	61	100	Yes	1
Students with Disabilities	32	32	32	32	10	10	74	74	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	49	49	49	49	18	18	116	116	100	Yes	1
Black or African American	9	9	9	9	1	1	19	-	-	-	-
Hispanic or Latino	13	13	13	13	6	6	32	-	-	-	-
Multi-Race, Not Hispanic or Latino	18	18	18	18	5	5	41	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	120	118	120	120	44	44	284	282	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