Massachusetts School and District Profiles

Col Moses Parker School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Col Moses Parker School

Organization Information

DISTRICT NAME
Chelmsford (00560000)

TITLE I STATUS
Non-Title I School

SCHOOL
Col Moses Parker School (00560305)

GRADES SERVED
05,06

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
36% - Moderate progress toward targets	72

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	35%	37%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	36%
	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	0	4	-	0	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	67.5	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		2.0	10.3	-	4.1	7.6	-
Percentage of possible points		19%		-	54%		-
2026 Annual criterion-referenced target percentage		37%

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	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	6	12	67.5	0	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	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	3	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	2	4	10.0
Weighted total		5.5	10.3	-	1.3	7.6	-
Percentage of possible points		53%		-	17%		-
2025 Annual criterion-referenced target percentage		35%

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	51%	29%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	38%
	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	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		3.0	10.3	-
Percentage of possible points		29%		-
2026 Annual criterion-referenced target percentage		29%

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	4	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.2	10.3	-
Percentage of possible points		51%		-
2025 Annual criterion-referenced target percentage		51%

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	504.3	502.0	-2.3	506.6	796	0	Path Forward: Declined
Lowest Performing	482.0	480.6	-1.4	487.1	92	0	Path Forward: Declined
High Needs	490.4	489.0	-1.4	493.3	319	0	Path Forward: Declined
English Learners and Former English Learners	496.9	492.2	-4.7	499.4	101	0	Path Forward: Declined
Low Income	490.9	490.3	-0.6	493.3	147	0	Path Forward: Declined
Students with Disabilities	482.9	479.0	-3.9	486.2	178	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	513.3	507.0	-6.3	516.4	151	3	Path Forward: Met Target
Black or African American	497.0	498.6	1.6	500.3	33	3	Path Forward: Met Target
Hispanic or Latino	498.1	493.3	-4.8	500.6	70	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	501.9	502.0	0.1	504.2	33	2	Path Forward: Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	502.9	502.0	-0.9	505.3	506	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	502.8	502.3	-0.5	505.3	798	1	Path Forward: No Change
Lowest Performing	477.9	484.6	6.7	483.0	92	4	Path Forward: Exceeded Target
High Needs	491.8	491.9	0.1	494.5	319	2	Path Forward: Improved Below Target
English Learners and Former English Learners	499.2	497.7	-1.5	502.7	100	0	Path Forward: Declined
Low Income	490.6	490.8	0.2	493.4	146	2	Path Forward: Improved Below Target
Students with Disabilities	485.5	484.5	-1.0	488.9	179	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	515.9	511.7	-4.2	519.9	150	4	Path Forward: Exceeded Target
Black or African American	489.7	493.2	3.5	493.0	33	3	Path Forward: Met Target
Hispanic or Latino	495.0	491.4	-3.6	497.6	70	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	504.0	504.8	0.8	506.5	33	2	Path Forward: Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	500.6	501.5	0.9	503.4	509	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	506.2	502.2	-4.0	509.8	416	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	495.8	489.8	-6.0	499.6	173	0	Path Forward: Declined
English Learners and Former English Learners	501.3	491.4	-9.9	505.4	57	0	Path Forward: Declined
Low Income	495.8	487.4	-8.4	499.8	74	0	Path Forward: Declined
Students with Disabilities	489.3	481.5	-7.8	493.1	103	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	512.9	502.9	-10.0	516.5	75	0	Path Forward: Declined
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	498.0	489.5	-8.5	501.6	36	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	505.3	504.5	-0.8	509.0	262	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.9	773	3	Typical Growth - High
Lowest Performing	55.0	92	3	Typical Growth - High
High Needs	50.9	298	3	Typical Growth - High
English Learners and Former English Learners	56.1	94	3	Typical Growth - High
Low Income	51.1	140	3	Typical Growth - High
Students with Disabilities	45.9	164	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	57.6	144	3	Typical Growth - High
Black or African American	58.2	30	3	Typical Growth - High
Hispanic or Latino	50.0	67	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	51.0	32	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	0	-	-
White	51.7	498	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.7	779	3	Typical Growth - High
Lowest Performing	51.7	92	3	Typical Growth - High
High Needs	50.4	302	3	Typical Growth - High
English Learners and Former English Learners	54.1	95	3	Typical Growth - High
Low Income	49.4	141	2	Typical Growth - Low
Students with Disabilities	46.0	166	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	59.7	145	3	Typical Growth - High
Black or African American	49.0	31	2	Typical Growth - Low
Hispanic or Latino	47.8	67	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	50.8	32	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	51.5	501	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	-	-	-	-	-	-	-
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	6.2	7.9	1.7	4.7	828	0	Declined
Lowest Performing	9.7	15.2	5.5	6.4	92	0	Declined
High Needs	12.5	9.9	-2.6	10.1	335	3	Met Target
English Learners and Former English Learners	10.6	10.0	-0.6	7.1	110	2	Improved Below Target
Low Income	19.6	17.6	-2.0	16.4	159	2	Improved Below Target
Students with Disabilities	10.2	7.7	-2.5	6.6	183	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	4.0	4.4	0.4	1.0	159	3	Met Target
Black or African American	8.0	0.0	-8.0	4.4	37	4	Exceeded Target
Hispanic or Latino	17.6	15.6	-2.0	13.4	77	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	3.8	2.9	-0.9	2.3	34	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	5.3	8.7	3.4	3.5	517	0	Declined

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	814	809	99	Yes	1	813	811	100	Yes	1	423	422	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	329	328	328	328	179	179	836	835	100	Yes	1
English Learners and Former English Learners	106	106	105	105	61	61	272	272	100	Yes	1
Low Income	153	153	152	152	78	78	383	383	100	Yes	1
Students with Disabilities	181	180	181	181	104	104	466	465	100	Yes	1
American Indian or Alaska Native	2	2	2	2	0	0	4	-	-	-	-
Asian	157	157	156	156	76	76	389	389	100	Yes	1
Black or African American	35	35	35	35	22	22	92	92	100	Yes	1
Hispanic or Latino	74	74	74	74	38	38	186	186	100	Yes	1
Multi-Race, Not Hispanic or Latino	33	33	33	33	22	22	88	88	100	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	512	507	512	510	264	263	1,288	1,280	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