Massachusetts School and District Profiles

George H. Englesby Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - George H. Englesby Elementary School

Organization Information

DISTRICT NAME
Dracut (00790000)

TITLE I STATUS
Title I School

SCHOOL
George H. Englesby Elementary School (00790045)

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

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
57% - Substantial progress toward targets	53

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	46%	65%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	57%
	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	1	4	-	3	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	5	12	60.0	7	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		4.2	9.6	-	6.5	7.6	-
Percentage of possible points		44%		-	86%		-
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	2	4	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	22.5	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		4.2	10.3	-	3.9	7.6	-
Percentage of possible points		41%		-	51%		-
2025 Annual criterion-referenced target percentage		46%

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	39%	66%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	55%
	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	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		6.8	10.3	-
Percentage of possible points		66%		-
2026 Annual criterion-referenced target percentage		66%

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	2	4	-
	Science achievement	0	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%		-
2025 Annual criterion-referenced target percentage		39%

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	492.9	492.7	-0.2	496.5	253	1	Recovery Path: No Change
Lowest Performing	465.2	470.7	5.5	470.3	39	3	Path Forward: Met Target
High Needs	487.5	487.6	0.1	490.4	139	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	488.8	485.2	-3.6	491.2	32	0	Path Forward: Declined
Low Income	487.8	488.5	0.7	490.8	105	2	Recovery Path: Improved Below Target
Students with Disabilities	473.3	475.8	2.5	475.8	50	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	492.8	492.1	-0.7	495.5	32	0	Recovery Path: Declined
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	489.2	491.7	2.5	492.6	51	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.1	495.1	1.0	496.6	146	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	494.4	495.8	1.4	496.5	253	2	Path Forward: Improved Below Target
Lowest Performing	466.6	475.1	8.5	471.7	39	4	Path Forward: Exceeded Target
High Needs	487.5	489.5	2.0	490.1	139	2	Path Forward: Improved Below Target
English Learners and Former English Learners	489.9	488.3	-1.6	493.5	32	0	Path Forward: Declined
Low Income	486.9	489.0	2.1	489.3	106	3	Path Forward: Met Target
Students with Disabilities	473.1	479.6	6.5	476.4	50	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	498.3	496.3	-2.0	502.0	32	0	Path Forward: Declined
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	490.9	493.8	2.9	493.7	51	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.2	498.4	3.2	497.3	146	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	495.3	495.9	0.6	498.0	92	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	20	-	-
High Needs	484.5	489.5	5.0	487.9	44	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	484.7	490.1	5.4	488.1	32	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.7	497.6	-1.1	501.7	58	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.5	170	2	Typical Growth - Low
Lowest Performing	50.1	38	3	Typical Growth - High
High Needs	45.9	93	2	Typical Growth - Low
English Learners and Former English Learners	45.6	21	2	Typical Growth - Low
Low Income	45.7	68	2	Typical Growth - Low
Students with Disabilities	42.9	36	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	17	-	-
Black or African American	-	10	-	-
Hispanic or Latino	50.3	34	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.6	107	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.4	170	3	Typical Growth - High
Lowest Performing	56.6	38	3	Typical Growth - High
High Needs	50.0	93	3	Typical Growth - High
English Learners and Former English Learners	54.7	21	3	Typical Growth - High
Low Income	50.0	69	3	Typical Growth - High
Students with Disabilities	46.7	35	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	18	-	-
Black or African American	-	10	-	-
Hispanic or Latino	53.3	34	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.3	106	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	81.8	70.6	-11.2	85.8	34	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	81.8	70.6	-11.2	85.8	34	0	Declined
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	9.8	9.7	-0.1	8.5	435	2	Improved Below Target
Lowest Performing	17.5	7.7	-9.8	14.0	39	4	Exceeded Target
High Needs	14.3	12.2	-2.1	11.7	245	3	Met Target
English Learners and Former English Learners	9.4	4.1	-5.3	6.4	73	4	Exceeded Target
Low Income	14.9	14.4	-0.5	11.2	194	2	Improved Below Target
Students with Disabilities	17.5	8.0	-9.5	14.2	87	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	8.0	7.7	-0.3	5.1	52	2	Improved Below Target
Black or African American	-	-	-	-	34	-	-
Hispanic or Latino	7.1	8.1	1.0	3.4	99	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.9	9.2	-1.7	9.5	240	3	Met 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	261	260	100	Yes	1	261	261	100	Yes	1	99	94	95	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	147	146	146	146	50	46	343	338	99	Yes	1
English Learners and Former English Learners	37	37	37	37	10	10	84	84	100	Yes	1
Low Income	112	111	112	112	38	34	262	257	98	Yes	1
Students with Disabilities	54	53	53	53	20	19	127	125	98	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	34	34	34	34	10	10	78	78	100	Yes	1
Black or African American	18	18	18	18	8	7	44	-	-	-	-
Hispanic or Latino	55	55	55	55	18	17	128	127	99	Yes	1
Multi-Race, Not Hispanic or Latino	5	5	5	5	1	0	11	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	148	147	148	148	61	59	357	354	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