Massachusetts School and District Profiles

King Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - King Elementary School

Organization Information

DISTRICT NAME
Framingham (01000000)

TITLE I STATUS
Non-Title I School

SCHOOL
King Elementary School (01000005)

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
63% - Substantial progress toward targets	32

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	76%	54%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	63%
	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	2	4	-	3	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	5	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	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		4.4	9.6	-	4.7	7.6	-
Percentage of possible points		46%		-	62%		-
2026 Annual criterion-referenced target percentage		54%

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	4	4	-	2	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	1	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	20.0	3	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	0	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	2	4	10.0
Weighted total		8.4	9.6	-	4.9	7.6	-
Percentage of possible points		88%		-	65%		-
2025 Annual criterion-referenced target percentage		76%

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	89%	63%
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		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-
	Mathematics achievement	4	4	-
	Science achievement	0	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%		-
2026 Annual criterion-referenced target percentage		63%

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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	4	4	-
	Achievement total	12	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		9.2	10.3	-
Percentage of possible points		89%		-
2025 Annual criterion-referenced target percentage		89%

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	488.2	488.7	0.5	490.5	180	2	Path Forward: Improved Below Target
Lowest Performing	456.8	462.4	5.6	461.9	25	3	Path Forward: Met Target
High Needs	476.9	479.7	2.8	479.7	119	3	Recovery Path: Met Target
English Learners and Former English Learners	470.2	477.6	7.4	474.0	68	4	Recovery Path: Exceeded Target
Low Income	475.3	478.8	3.5	478.5	89	3	Recovery Path: Met Target
Students with Disabilities	476.0	474.6	-1.4	479.3	53	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	473.7	479.3	5.6	478.0	72	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.7	497.6	-0.1	500.1	72	1	Path Forward: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	488.3	489.5	1.2	490.1	180	2	Recovery Path: Improved Below Target
Lowest Performing	459.3	463.9	4.6	464.8	25	2	Recovery Path: Improved Below Target
High Needs	477.9	481.6	3.7	480.3	119	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	471.8	479.7	7.9	474.3	68	4	Recovery Path: Exceeded Target
Low Income	475.3	480.0	4.7	477.9	89	4	Recovery Path: Exceeded Target
Students with Disabilities	477.8	477.5	-0.3	481.2	53	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	472.9	480.6	7.7	476.6	72	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.9	498.8	-0.1	501.7	72	1	Path Forward: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	491.6	489.2	-2.4	495.2	64	0	Path Forward: Declined
Lowest Performing	-	-	-	-	15	-	-
High Needs	481.8	480.4	-1.4	485.6	42	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	26	-	-
Low Income	474.8	480.7	5.9	478.8	35	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	29	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.5	496.6	-8.9	509.2	24	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.3	115	3	Typical Growth - High
Lowest Performing	47.7	25	2	Typical Growth - Low
High Needs	55.7	69	3	Typical Growth - High
English Learners and Former English Learners	56.3	39	3	Typical Growth - High
Low Income	55.8	49	3	Typical Growth - High
Students with Disabilities	48.8	31	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	11	-	-
Black or African American	-	4	-	-
Hispanic or Latino	53.3	44	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.6	48	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.6	115	3	Typical Growth - High
Lowest Performing	42.8	25	2	Typical Growth - Low
High Needs	53.4	69	3	Typical Growth - High
English Learners and Former English Learners	61.2	39	4	Exceeded Typical Growth
Low Income	51.0	48	3	Typical Growth - High
Students with Disabilities	45.6	31	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	11	-	-
Black or African American	-	4	-	-
Hispanic or Latino	55.8	44	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.6	48	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	38.6	53.3	14.7	44.0	92	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	38.6	53.3	14.7	44.0	92	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	23.5	14.5	-9.0	22.0	325	4	Exceeded Target
Lowest Performing	37.9	20.0	-17.9	33.3	25	4	Exceeded Target
High Needs	31.3	20.7	-10.6	28.9	222	4	Exceeded Target
English Learners and Former English Learners	40.4	28.1	-12.3	36.9	135	4	Exceeded Target
Low Income	34.6	23.8	-10.8	31.4	164	4	Exceeded Target
Students with Disabilities	27.5	25.5	-2.0	23.9	106	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	22	-	-
Black or African American	-	-	-	-	23	-	-
Hispanic or Latino	41.8	31.0	-10.8	37.6	126	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.1	3.0	-4.1	5.3	132	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	182	182	100	Yes	1	182	182	100	Yes	1	65	65	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	121	121	121	121	43	43	285	285	100	Yes	1
English Learners and Former English Learners	69	69	69	69	26	26	164	164	100	Yes	1
Low Income	91	91	91	91	36	36	218	218	100	Yes	1
Students with Disabilities	54	54	54	54	20	20	128	128	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	12	12	12	12	4	4	28	-	-	-	-
Black or African American	8	8	8	8	2	2	18	-	-	-	-
Hispanic or Latino	73	73	73	73	29	29	175	175	100	Yes	1
Multi-Race, Not Hispanic or Latino	16	16	16	16	5	5	37	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	73	73	73	73	25	25	171	171	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