Massachusetts School and District Profiles

Parlin School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Parlin School

Organization Information

DISTRICT NAME
Everett (00930000)

TITLE I STATUS
Title I School

SCHOOL
Parlin School (00930058)

GRADES SERVED
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

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
74% - Substantial progress toward targets	13

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	70%	77%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	74%
	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	-	3	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	8	12	60.0	7	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	4	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		6.8	9.6	-	6.3	7.6	-
Percentage of possible points		71%		-	83%		-
2026 Annual criterion-referenced target percentage		77%

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	-	4	4	-
	Mathematics achievement	2	4	-	3	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	7	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	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	2	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		6.0	9.6	-	5.9	7.6	-
Percentage of possible points		63%		-	78%		-
2025 Annual criterion-referenced target percentage		70%

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	63%	70%
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		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	2	4	-
	Achievement total	8	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		7.2	10.3	-
Percentage of possible points		70%		-
2026 Annual criterion-referenced target percentage		70%

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	2	4	-
	Science achievement	2	4	-
	Achievement total	7	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		6.5	10.3	-
Percentage of possible points		63%		-
2025 Annual criterion-referenced target percentage		63%

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	476.5	479.6	3.1	479.3	590	3	Recovery Path: Met Target
Lowest Performing	452.0	456.9	4.9	457.1	118	3	Path Forward: Met Target
High Needs	474.9	477.7	2.8	477.4	532	3	Recovery Path: Met Target
English Learners and Former English Learners	470.5	474.3	3.8	474.0	384	3	Recovery Path: Met Target
Low Income	474.2	477.3	3.1	477.0	447	3	Recovery Path: Met Target
Students with Disabilities	465.6	466.4	0.8	468.1	76	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	477.7	479.7	2.0	480.9	27	2	Path Forward: Improved Below Target
Black or African American	484.5	484.9	0.4	487.0	57	2	Recovery Path: Improved Below Target
Hispanic or Latino	474.3	478.0	3.7	478.2	457	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.3	490.6	3.3	490.3	46	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	478.3	481.2	2.9	481.0	589	3	Recovery Path: Met Target
Lowest Performing	456.9	463.2	6.3	462.1	118	4	Recovery Path: Exceeded Target
High Needs	476.9	479.7	2.8	479.2	531	3	Recovery Path: Met Target
English Learners and Former English Learners	473.9	478.1	4.2	476.9	382	4	Recovery Path: Exceeded Target
Low Income	476.5	479.2	2.7	478.8	446	3	Recovery Path: Met Target
Students with Disabilities	465.4	469.1	3.7	468.0	75	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	487.9	484.5	-3.4	491.8	27	0	Path Forward: Declined
Black or African American	481.4	485.4	4.0	483.6	57	4	Recovery Path: Exceeded Target
Hispanic or Latino	476.6	479.7	3.1	480.2	456	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	486.2	489.7	3.5	488.6	46	4	Recovery Path: 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	476.1	476.4	0.3	480.4	197	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	49	-	-
High Needs	474.0	475.6	1.6	478.3	179	2	Path Forward: Improved Below Target
English Learners and Former English Learners	468.8	473.1	4.3	473.0	131	3	Path Forward: Met Target
Low Income	472.9	474.9	2.0	477.0	147	2	Path Forward: Improved Below Target
Students with Disabilities	460.7	464.2	3.5	464.7	33	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	482.6	467.8	-14.8	486.7	20	0	Path Forward: Declined
Hispanic or Latino	472.3	477.1	4.8	474.5	157	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	13	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.3	483	3	Typical Growth - High
Lowest Performing	50.3	117	3	Typical Growth - High
High Needs	53.4	436	3	Typical Growth - High
English Learners and Former English Learners	53.9	310	3	Typical Growth - High
Low Income	53.6	359	3	Typical Growth - High
Students with Disabilities	46.0	62	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	17	-	-
Black or African American	50.7	46	3	Typical Growth - High
Hispanic or Latino	54.9	376	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.7	42	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.5	492	3	Typical Growth - High
Lowest Performing	48.9	117	2	Typical Growth - Low
High Needs	51.5	445	3	Typical Growth - High
English Learners and Former English Learners	52.8	318	3	Typical Growth - High
Low Income	50.4	368	3	Typical Growth - High
Students with Disabilities	50.1	61	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	50.8	20	3	Typical Growth - High
Black or African American	52.8	46	3	Typical Growth - High
Hispanic or Latino	51.3	382	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.4	42	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	42.3	51.9	9.6	47.7	418	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	42.3	51.9	9.6	47.7	418	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	29.6	19.1	-10.5	27.4	848	4	Exceeded Target
Lowest Performing	35.5	22.9	-12.6	30.6	118	4	Exceeded Target
High Needs	31.4	20.5	-10.9	28.9	771	4	Exceeded Target
English Learners and Former English Learners	32.0	19.7	-12.3	28.7	590	4	Exceeded Target
Low Income	33.0	21.3	-11.7	30.3	666	4	Exceeded Target
Students with Disabilities	39.1	24.6	-14.5	34.8	65	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	17.6	2.9	-14.7	14.4	35	4	Exceeded Target
Black or African American	14.0	7.0	-7.0	10.4	86	4	Exceeded Target
Hispanic or Latino	32.2	21.6	-10.6	28.4	661	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	26.7	16.4	-10.3	23.8	61	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	610	610	100	Yes	1	610	609	100	Yes	1	204	204	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	550	550	550	549	184	184	1,284	1,283	100	Yes	1
English Learners and Former English Learners	397	397	396	395	135	135	928	927	100	Yes	1
Low Income	462	462	462	461	150	150	1,074	1,073	100	Yes	1
Students with Disabilities	82	82	82	81	34	34	198	197	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	28	28	28	28	8	8	64	64	100	Yes	1
Black or African American	60	60	60	60	20	20	140	140	100	Yes	1
Hispanic or Latino	473	473	473	472	163	163	1,109	1,108	100	Yes	1
Multi-Race, Not Hispanic or Latino	3	3	3	3	0	0	6	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	46	46	46	46	13	13	105	105	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