Massachusetts School and District Profiles

Joseph A Campbell Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Joseph A Campbell Elementary

Organization Information

DISTRICT NAME
Dracut (00790000)

TITLE I STATUS
Non-Title I School

SCHOOL
Joseph A Campbell Elementary (00790020)

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

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
49% - Moderate progress toward targets	55

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	30%	62%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	49%
	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	3	4	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	2	4	10.0
Weighted total		7.1	9.6	-	3.8	7.6	-
Percentage of possible points		74%		-	50%		-
2026 Annual criterion-referenced target percentage		62%

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	1	4	-	0	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	60.0	2	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	20.0	2	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		3.0	9.6	-	2.2	7.6	-
Percentage of possible points		31%		-	29%		-
2025 Annual criterion-referenced target percentage		30%

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	45%	64%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	56%
	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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	4	4	-
	Achievement total	8	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		6.6	10.3	-
Percentage of possible points		64%		-
2026 Annual criterion-referenced target percentage		64%

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	3	4	-
	Science achievement	0	4	-
	Achievement total	5	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		4.6	10.3	-
Percentage of possible points		45%		-
2025 Annual criterion-referenced target percentage		45%

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	494.1	496.8	2.7	497.3	273	3	Recovery Path: Met Target
Lowest Performing	469.4	473.4	4.0	474.5	42	2	Path Forward: Improved Below Target
High Needs	485.3	486.3	1.0	488.1	110	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	491.3	488.9	-2.4	493.8	41	0	Path Forward: Declined
Low Income	488.0	489.0	1.0	492.1	62	2	Recovery Path: Improved Below Target
Students with Disabilities	473.1	472.0	-1.1	475.9	41	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	26	-	-
Black or African American	493.8	492.5	-1.3	497.1	26	0	Path Forward: Declined
Hispanic or Latino	488.6	497.2	8.6	491.1	32	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.9	498.3	3.4	497.7	188	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	496.8	497.1	0.3	499.3	275	2	Path Forward: Improved Below Target
Lowest Performing	473.0	475.7	2.7	478.1	42	2	Path Forward: Improved Below Target
High Needs	485.9	486.8	0.9	488.3	112	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	490.1	487.7	-2.4	493.6	41	0	Path Forward: Declined
Low Income	486.7	489.1	2.4	489.0	63	3	Recovery Path: Met Target
Students with Disabilities	474.5	475.7	1.2	477.0	43	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	26	-	-
Black or African American	493.0	488.9	-4.1	496.3	26	0	Path Forward: Declined
Hispanic or Latino	489.8	491.1	1.3	492.4	32	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.0	499.6	1.6	500.8	190	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	492.3	497.7	5.4	494.7	100	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	26	-	-
High Needs	478.0	487.4	9.4	480.8	37	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	-	-	-	-	22	-	-
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.9	498.9	5.0	497.6	73	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.5	184	3	Typical Growth - High
Lowest Performing	46.0	42	2	Typical Growth - Low
High Needs	49.8	69	2	Typical Growth - Low
English Learners and Former English Learners	55.2	25	3	Typical Growth - High
Low Income	49.1	39	2	Typical Growth - Low
Students with Disabilities	39.9	23	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	15	-	-
Black or African American	-	15	-	-
Hispanic or Latino	64.5	20	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.1	133	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.3	187	2	Typical Growth - Low
Lowest Performing	42.5	42	2	Typical Growth - Low
High Needs	42.1	72	2	Typical Growth - Low
English Learners and Former English Learners	39.6	27	1	Low Growth
Low Income	42.9	41	2	Typical Growth - Low
Students with Disabilities	40.3	24	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	16	-	-
Black or African American	-	15	-	-
Hispanic or Latino	37.6	21	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.7	134	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	63.0	78.3	15.3	65.2	23	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	63.0	78.3	15.3	65.2	23	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	11.7	10.1	-1.6	10.2	455	3	Met Target
Lowest Performing	13.0	9.3	-3.7	8.4	43	2	Improved Below Target
High Needs	22.0	19.8	-2.2	19.6	182	3	Met Target
English Learners and Former English Learners	8.5	12.0	3.5	5.0	50	0	Declined
Low Income	27.6	25.9	-1.7	24.4	112	2	Improved Below Target
Students with Disabilities	21.3	17.2	-4.1	17.7	87	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	54	-	-
Black or African American	18.4	15.4	-3.0	14.8	39	2	Improved Below Target
Hispanic or Latino	7.8	20.0	12.2	3.6	55	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.5	5.9	-3.6	7.7	304	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	282	275	98	Yes	1	282	277	98	Yes	1	101	100	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	116	112	116	114	38	37	270	263	97	Yes	1
English Learners and Former English Learners	42	42	42	42	11	11	95	95	100	Yes	1
Low Income	66	63	66	64	23	22	155	149	96	Yes	1
Students with Disabilities	46	42	46	44	15	14	107	100	96	Yes	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	26	26	26	26	5	5	57	57	100	Yes	1
Black or African American	27	27	27	27	9	9	63	63	100	Yes	1
Hispanic or Latino	34	33	34	33	12	12	80	78	98	Yes	1
Multi-Race, Not Hispanic or Latino	1	1	1	1	1	1	3	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	194	188	194	190	74	73	462	451	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