Massachusetts School and District Profiles

Carlisle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Carlisle School

Organization Information

DISTRICT NAME
Carlisle (00510000)

TITLE I STATUS
Title I School

SCHOOL
Carlisle School (00510025)

GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

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
92% - Meeting or exceeding targets	99

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	87%	95%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	92%
	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	-	4	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	7	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	8	8	22.5	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		10.3	10.3	-	6.8	7.6	-
Percentage of possible points		100%		-	90%		-
2026 Annual criterion-referenced target percentage		95%

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	4	4	-	3	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	6	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	22.5	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		10.1	10.3	-	5.8	7.6	-
Percentage of possible points		98%		-	76%		-
2025 Annual criterion-referenced target percentage		87%

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	75%	78%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	77%
	Meeting or exceeding 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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	3	4	-
	Achievement total	9	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		8.0	10.3	-
Percentage of possible points		78%		-
2026 Annual criterion-referenced target percentage		78%

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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	3	4	-
	Achievement total	9	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		7.7	10.3	-
Percentage of possible points		75%		-
2025 Annual criterion-referenced target percentage		75%

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	514.8	516.0	1.2	517.5	393	4	Recovery Path: Exceeded Target
Lowest Performing	487.5	493.4	5.9	492.4	81	4	Recovery Path: Exceeded Target
High Needs	498.9	499.8	0.9	500.4	79	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	503.6	506.3	2.7	505.7	26	4	Path Forward: Exceeded Target
Students with Disabilities	492.5	491.0	-1.5	494.9	50	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	524.0	524.1	0.1	526.3	47	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	512.8	512.8	0.0	515.4	28	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	523.8	525.8	2.0	525.2	33	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	512.5	514.1	1.6	515.6	281	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	515.7	516.7	1.0	517.9	395	4	Recovery Path: Exceeded Target
Lowest Performing	488.5	493.7	5.2	493.7	81	3	Recovery Path: Met Target
High Needs	503.1	501.0	-2.1	504.7	80	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	507.6	505.4	-2.2	510.0	26	3	Path Forward: Met Target
Students with Disabilities	495.9	493.1	-2.8	499.1	51	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	528.6	526.7	-1.9	530.7	47	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	510.5	512.7	2.2	513.4	28	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	525.9	528.3	2.4	527.4	33	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	513.0	514.3	1.3	514.7	282	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	517.0	519.2	2.2	518.3	118	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	24	-	-
High Needs	501.2	504.2	3.0	504.7	22	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	10	-	-
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	16	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	516.2	520.0	3.8	517.6	84	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	63.1	323	4	Exceeded Typical Growth
Lowest Performing	60.8	81	4	Exceeded Typical Growth
High Needs	65.8	68	4	Exceeded Typical Growth
English Learners and Former English Learners	-	12	-	-
Low Income	68.0	23	4	Exceeded Typical Growth
Students with Disabilities	62.2	42	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	62.5	41	4	Exceeded Typical Growth
Black or African American	-	2	-	-
Hispanic or Latino	65.5	24	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	72.3	26	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	2	-	-
White	62.1	228	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	62.2	325	4	Exceeded Typical Growth
Lowest Performing	60.4	81	4	Exceeded Typical Growth
High Needs	57.9	69	3	Typical Growth - High
English Learners and Former English Learners	-	12	-	-
Low Income	55.0	23	3	Typical Growth - High
Students with Disabilities	54.4	43	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	63.0	41	4	Exceeded Typical Growth
Black or African American	-	2	-	-
Hispanic or Latino	65.0	24	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	71.8	26	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	3	-	-
White	60.7	229	4	Exceeded Typical Growth

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	7.1	5.5	-1.6	6.0	543	4	Exceeded Target
Lowest Performing	9.9	7.4	-2.5	6.6	81	3	Met Target
High Needs	8.6	8.3	-0.3	6.5	108	3	Met Target
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	13.8	16.1	2.3	9.5	31	0	Declined
Students with Disabilities	5.6	4.2	-1.4	3.1	72	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	11.1	14.3	3.2	9.0	63	0	Declined
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	5.1	8.6	3.5	1.0	35	3	Met Target
Multi-Race, Not Hispanic or Latino	12.5	0.0	-12.5	11.4	53	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	6.0	4.7	-1.3	4.8	385	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	401	397	99	Yes	1	400	399	100	Yes	1	121	120	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	83	82	83	83	23	23	189	188	99	Yes	1
English Learners and Former English Learners	13	13	13	13	4	4	30	-	-	-	-
Low Income	28	28	28	28	11	11	67	67	100	Yes	1
Students with Disabilities	52	51	52	52	14	14	118	117	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	48	47	48	47	16	16	112	110	98	Yes	1
Black or African American	4	4	4	4	1	1	9	-	-	-	-
Hispanic or Latino	28	28	28	28	9	9	65	65	100	Yes	1
Multi-Race, Not Hispanic or Latino	33	33	33	33	8	8	74	74	100	Yes	1
Native Hawaiian or Other Pacific Islander	3	2	3	3	1	1	7	-	-	-	-
White	285	283	284	284	86	85	655	652	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