Massachusetts School and District Profiles

Lawrence

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Lawrence

Organization Information

DISTRICT NAME
Falmouth (00960000)

TITLE I STATUS
Title I School

SCHOOL
Lawrence (00960405)

GRADES SERVED
07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Limited or no progress toward targets

Progress toward improvement targets	Accountability percentile
24% - Limited or no progress toward targets	25

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	39%	15%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	24%
	Limited or no 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	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	2	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	2	8	22.5	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	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	0	4	10.0
Weighted total		0.6	10.3	-	1.8	7.6	-
Percentage of possible points		6%		-	24%		-
2026 Annual criterion-referenced target percentage		15%

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	0	4	-	4	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	3	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0
Weighted total		0.9	9.6	-	5.2	7.6	-
Percentage of possible points		9%		-	68%		-
2025 Annual criterion-referenced target percentage		39%

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	9%	7%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	8%
	Limited or no 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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	1	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		0.7	10.3	-
Percentage of possible points		7%		-
2026 Annual criterion-referenced target percentage		7%

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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	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		0.9	10.3	-
Percentage of possible points		9%		-
2025 Annual criterion-referenced target percentage		9%

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	493.6	489.2	-4.4	497.1	445	0	Recovery Path: Declined
Lowest Performing	458.6	457.5	-1.1	462.9	49	0	Recovery Path: Declined
High Needs	480.7	476.3	-4.4	483.4	208	0	Recovery Path: Declined
English Learners and Former English Learners	471.3	473.3	2.0	473.7	30	3	Path Forward: Met Target
Low Income	482.4	478.1	-4.3	485.4	162	0	Recovery Path: Declined
Students with Disabilities	465.3	463.5	-1.8	468.3	94	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	6	-	-
Black or African American	482.2	474.5	-7.7	484.2	32	0	Recovery Path: Declined
Hispanic or Latino	477.6	483.2	5.6	482.0	46	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	483.2	484.2	1.0	489.3	32	2	Recovery Path: Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.8	491.7	-6.1	501.0	327	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	494.7	492.7	-2.0	497.2	449	0	Recovery Path: Declined
Lowest Performing	465.5	465.6	0.1	470.1	49	2	Recovery Path: Improved Below Target
High Needs	483.6	480.8	-2.8	485.8	212	0	Recovery Path: Declined
English Learners and Former English Learners	477.1	479.4	2.3	480.7	32	2	Path Forward: Improved Below Target
Low Income	484.3	482.4	-1.9	487.1	166	0	Recovery Path: Declined
Students with Disabilities	470.7	470.1	-0.6	474.0	95	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	6	-	-
Black or African American	483.0	479.5	-3.5	484.8	32	0	Recovery Path: Declined
Hispanic or Latino	481.7	485.5	3.8	485.0	48	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	485.4	486.5	1.1	490.3	32	2	Recovery Path: Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.4	495.5	-2.9	500.6	329	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	493.1	491.9	-1.2	495.9	229	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	48	-	-
High Needs	482.9	480.6	-2.3	485.1	113	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	483.5	483.5	0.0	485.5	91	1	Recovery Path: No Change
Students with Disabilities	473.0	466.8	-6.2	475.4	51	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	-	-	-	-	22	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.1	494.8	-1.3	498.4	170	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	36.2	427	1	Low Growth
Lowest Performing	37.1	49	1	Low Growth
High Needs	36.1	198	1	Low Growth
English Learners and Former English Learners	44.0	29	2	Typical Growth - Low
Low Income	37.1	157	1	Low Growth
Students with Disabilities	31.7	86	1	Low Growth
American Indian or Alaska Native	-	2	-	-
Asian	-	6	-	-
Black or African American	31.9	31	1	Low Growth
Hispanic or Latino	42.3	44	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	34.2	27	1	Low Growth
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	35.5	317	1	Low Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	38.3	430	1	Low Growth
Lowest Performing	38.8	49	1	Low Growth
High Needs	39.6	200	1	Low Growth
English Learners and Former English Learners	46.8	29	2	Typical Growth - Low
Low Income	39.9	159	1	Low Growth
Students with Disabilities	40.2	88	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	6	-	-
Black or African American	38.2	31	1	Low Growth
Hispanic or Latino	44.3	46	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	35.7	26	1	Low Growth
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	37.9	319	1	Low Growth

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	25.5	25.9	0.4	24.2	475	1	No Change
Lowest Performing	23.6	34.0	10.4	20.1	50	0	Declined
High Needs	38.5	37.4	-1.1	35.9	227	2	Improved Below Target
English Learners and Former English Learners	39.6	41.7	2.1	36.6	36	0	Declined
Low Income	43.1	39.7	-3.4	39.4	179	3	Met Target
Students with Disabilities	37.2	38.8	1.6	33.9	98	0	Declined
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	6	-	-
Black or African American	16.7	26.3	9.6	13.2	38	0	Declined
Hispanic or Latino	39.7	31.5	-8.2	36.0	54	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	40.0	27.3	-12.7	38.7	33	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	22.8	25.3	2.5	21.4	340	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	462	456	99	Yes	1	464	461	99	Yes	1	242	238	98	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	221	217	222	221	120	119	563	557	99	Yes	1
English Learners and Former English Learners	34	32	34	34	19	19	87	85	98	Yes	1
Low Income	173	169	173	173	97	96	443	438	99	Yes	1
Students with Disabilities	99	98	100	99	55	54	254	251	99	Yes	1
American Indian or Alaska Native	3	3	3	3	1	1	7	-	-	-	-
Asian	6	6	6	6	3	3	15	-	-	-	-
Black or African American	36	36	36	36	19	19	91	91	100	Yes	1
Hispanic or Latino	50	48	51	51	26	25	127	124	98	Yes	1
Multi-Race, Not Hispanic or Latino	33	33	33	33	18	18	84	84	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	334	330	335	332	175	172	844	834	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