Massachusetts School and District Profiles

Lt Job Lane School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Lt Job Lane School

Organization Information

DISTRICT NAME
Bedford (00230000)

TITLE I STATUS
Title I School

SCHOOL
Lt Job Lane School (00230012)

GRADES SERVED
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
67% - Substantial progress toward targets	88

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	69%	65%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	67%
	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	3	4	-	2	4	-
	Mathematics achievement	3	4	-	1	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	67.5	3	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	22.5	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		8.5	10.3	-	3.6	7.6	-
Percentage of possible points		83%		-	47%		-
2026 Annual criterion-referenced target percentage		65%

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	-	2	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	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	3	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		8.1	9.6	-	4.1	7.6	-
Percentage of possible points		84%		-	54%		-
2025 Annual criterion-referenced target percentage		69%

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	23%	39%
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	3	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.0	10.3	-
Percentage of possible points		39%		-
2026 Annual criterion-referenced target percentage		39%

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	2	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		2.4	10.3	-
Percentage of possible points		23%		-
2025 Annual criterion-referenced target percentage		23%

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	506.9	506.3	-0.6	510.3	487	3	Recovery Path: Met Target
Lowest Performing	478.5	482.7	4.2	483.9	79	2	Recovery Path: Improved Below Target
High Needs	491.1	490.7	-0.4	493.7	172	1	Recovery Path: No Change
English Learners and Former English Learners	491.4	494.6	3.2	493.1	55	4	Recovery Path: Exceeded Target
Low Income	483.2	487.2	4.0	485.9	62	4	Recovery Path: Exceeded Target
Students with Disabilities	486.9	484.5	-2.4	489.3	106	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	514.5	512.9	-1.6	517.2	119	4	Recovery Path: Exceeded Target
Black or African American	475.3	484.9	9.6	477.8	25	4	Recovery Path: Exceeded Target
Hispanic or Latino	491.2	495.9	4.7	494.7	39	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	510.7	506.5	-4.2	514.0	52	3	Recovery Path: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.1	507.0	-1.1	510.5	252	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	511.2	509.5	-1.7	512.7	488	3	Path Forward: Met Target
Lowest Performing	481.8	481.4	-0.4	485.3	79	1	Recovery Path: No Change
High Needs	495.1	492.3	-2.8	497.0	173	0	Recovery Path: Declined
English Learners and Former English Learners	501.1	497.6	-3.5	504.1	55	0	Path Forward: Declined
Low Income	485.2	484.8	-0.4	487.5	62	1	Recovery Path: No Change
Students with Disabilities	487.5	486.6	-0.9	489.8	107	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	524.6	521.0	-3.6	527.6	119	4	Path Forward: Exceeded Target
Black or African American	472.9	479.7	6.8	474.8	25	4	Recovery Path: Exceeded Target
Hispanic or Latino	488.3	497.2	8.9	491.4	39	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	518.4	509.6	-8.8	520.9	52	3	Recovery Path: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.8	509.0	-1.8	512.5	253	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	514.0	512.1	-1.9	516.2	190	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	47	-	-
High Needs	496.3	497.2	0.9	499.8	66	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	-	-	-	-	23	-	-
Students with Disabilities	494.1	489.9	-4.2	496.8	37	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	524.1	521.5	-2.6	526.3	47	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	514.6	511.7	-2.9	516.8	99	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.3	323	3	Typical Growth - High
Lowest Performing	53.0	79	3	Typical Growth - High
High Needs	49.7	114	2	Typical Growth - Low
English Learners and Former English Learners	55.2	38	3	Typical Growth - High
Low Income	50.9	42	3	Typical Growth - High
Students with Disabilities	43.7	66	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	59.4	86	3	Typical Growth - High
Black or African American	-	14	-	-
Hispanic or Latino	48.0	23	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	58.9	29	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	59.0	171	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.3	322	3	Typical Growth - High
Lowest Performing	42.1	79	2	Typical Growth - Low
High Needs	43.6	113	2	Typical Growth - Low
English Learners and Former English Learners	41.0	38	2	Typical Growth - Low
Low Income	38.1	42	1	Low Growth
Students with Disabilities	46.8	65	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	55.1	86	3	Typical Growth - High
Black or African American	-	14	-	-
Hispanic or Latino	45.6	23	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	53.2	29	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.8	170	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	-	-	-	-	-	-	-
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	8.5	5.9	-2.6	7.4	506	4	Exceeded Target
Lowest Performing	11.1	6.3	-4.8	7.8	79	4	Exceeded Target
High Needs	12.5	8.8	-3.7	10.4	182	4	Exceeded Target
English Learners and Former English Learners	16.7	3.4	-13.3	13.7	59	4	Exceeded Target
Low Income	17.1	14.9	-2.2	12.8	67	2	Improved Below Target
Students with Disabilities	9.7	6.5	-3.2	7.2	107	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	10.2	8.0	-2.2	8.1	125	3	Met Target
Black or African American	11.8	16.0	4.2	8.8	25	0	Declined
Hispanic or Latino	20.0	9.1	-10.9	15.8	44	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	11.9	5.8	-6.1	10.8	52	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.2	3.5	-1.7	4.0	260	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	503	497	99	Yes	1	502	497	99	Yes	1	197	195	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	184	179	183	179	70	69	437	427	98	Yes	1
English Learners and Former English Learners	60	59	59	58	21	21	140	138	99	Yes	1
Low Income	67	65	67	65	26	25	160	155	97	Yes	1
Students with Disabilities	110	107	110	108	39	38	259	253	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	125	124	125	124	50	50	300	298	99	Yes	1
Black or African American	25	25	25	25	8	8	58	58	100	Yes	1
Hispanic or Latino	43	43	42	42	18	18	103	103	100	Yes	1
Multi-Race, Not Hispanic or Latino	52	52	52	52	19	19	123	123	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	258	253	258	254	102	100	618	607	98	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