Massachusetts School and District Profiles

Morse Pond School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Morse Pond School

Organization Information

DISTRICT NAME
Falmouth (00960000)

TITLE I STATUS
Title I School

SCHOOL
Morse Pond School (00960305)

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
28% - Moderate progress toward targets	50

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	26%	30%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	28%
	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	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	67.5	2	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		2.7	10.3	-	2.5	7.6	-
Percentage of possible points		26%		-	33%		-
2026 Annual criterion-referenced target percentage		30%

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	0	4	-	0	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	3	12	67.5	0	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	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	0	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	3	4	10.0
Weighted total		3.4	10.3	-	1.4	7.6	-
Percentage of possible points		33%		-	18%		-
2025 Annual criterion-referenced target percentage		26%

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	42%	31%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	35%
	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	3	4	-
	Science achievement	0	4	-
	Achievement total	3	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		3.2	10.3	-
Percentage of possible points		31%		-
2026 Annual criterion-referenced target percentage		31%

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	3	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		4.3	10.3	-
Percentage of possible points		42%		-
2025 Annual criterion-referenced target percentage		42%

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	497.6	493.3	-4.3	500.6	419	0	Recovery Path: Declined
Lowest Performing	468.3	465.5	-2.8	473.4	52	0	Path Forward: Declined
High Needs	486.0	482.3	-3.7	488.7	219	0	Recovery Path: Declined
English Learners and Former English Learners	484.0	483.9	-0.1	488.4	53	1	Recovery Path: No Change
Low Income	486.6	482.7	-3.9	489.9	161	0	Recovery Path: Declined
Students with Disabilities	475.8	469.6	-6.2	478.8	106	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	488.2	482.5	-5.7	491.6	55	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	495.6	491.4	-4.2	499.0	34	0	Recovery Path: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.3	495.9	-4.4	502.8	309	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	497.6	498.8	1.2	499.7	417	2	Path Forward: Improved Below Target
Lowest Performing	469.9	473.5	3.6	474.9	52	2	Recovery Path: Improved Below Target
High Needs	486.3	489.0	2.7	488.9	217	3	Path Forward: Met Target
English Learners and Former English Learners	489.6	490.4	0.8	492.4	52	2	Recovery Path: Improved Below Target
Low Income	485.9	488.2	2.3	487.7	159	3	Recovery Path: Met Target
Students with Disabilities	477.2	479.6	2.4	479.6	105	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	488.3	487.1	-1.2	492.0	54	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	491.0	498.6	7.6	493.4	34	4	Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.3	501.3	1.0	502.4	308	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	496.9	492.2	-4.7	499.6	192	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	489.0	481.1	-7.9	492.4	101	0	Path Forward: Declined
English Learners and Former English Learners	487.7	479.9	-7.8	491.3	27	0	Path Forward: Declined
Low Income	487.9	479.8	-8.1	491.3	74	0	Path Forward: Declined
Students with Disabilities	480.5	473.1	-7.4	485.0	53	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	482.9	482.3	-0.6	488.0	24	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.4	493.3	-7.1	503.4	141	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.2	411	3	Typical Growth - High
Lowest Performing	54.5	52	3	Typical Growth - High
High Needs	48.6	215	2	Typical Growth - Low
English Learners and Former English Learners	57.0	52	3	Typical Growth - High
Low Income	48.0	158	2	Typical Growth - Low
Students with Disabilities	43.3	105	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	6	-	-
Black or African American	-	13	-	-
Hispanic or Latino	50.8	55	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	46.3	34	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.2	302	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.4	408	3	Typical Growth - High
Lowest Performing	49.5	52	2	Typical Growth - Low
High Needs	50.8	212	3	Typical Growth - High
English Learners and Former English Learners	56.0	50	3	Typical Growth - High
Low Income	47.8	155	2	Typical Growth - Low
Students with Disabilities	46.9	103	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	6	-	-
Black or African American	-	13	-	-
Hispanic or Latino	51.3	53	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	57.4	34	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.4	301	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	26.4	31.9	5.5	25.1	445	0	Declined
Lowest Performing	34.5	36.5	2.0	31.0	52	0	Declined
High Needs	33.3	37.8	4.5	30.7	238	0	Declined
English Learners and Former English Learners	30.0	38.7	8.7	27.0	62	0	Declined
Low Income	36.1	39.9	3.8	32.4	173	0	Declined
Students with Disabilities	36.9	34.2	-2.7	33.6	111	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	36.9	47.6	10.7	33.2	63	0	Declined
Multi-Race, Not Hispanic or Latino	40.7	31.4	-9.3	39.4	35	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	24.1	29.3	5.2	22.7	324	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	433	429	99	Yes	1	432	427	99	Yes	1	199	197	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	230	228	229	226	108	106	567	560	99	Yes	1
English Learners and Former English Learners	60	60	59	59	32	32	151	151	100	Yes	1
Low Income	167	166	166	164	79	77	412	407	99	Yes	1
Students with Disabilities	109	107	108	106	54	53	271	266	98	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	7	7	7	7	1	1	15	-	-	-	-
Black or African American	14	13	14	13	6	6	34	-	-	-	-
Hispanic or Latino	59	59	58	58	27	27	144	144	100	Yes	1
Multi-Race, Not Hispanic or Latino	35	35	35	35	20	20	90	90	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	317	314	317	313	145	143	779	770	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