Massachusetts School and District Profiles

Charlotte A Dunning

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Charlotte A Dunning

Organization Information

DISTRICT NAME
Framingham (01000000)

TITLE I STATUS
Non-Title I School

SCHOOL
Charlotte A Dunning (01000007)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low student group performance: Low Income -Hispanic or Latino

Progress toward improvement targets	Accountability percentile
43% - Moderate progress toward targets	20

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	31%	52%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	43%
	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	-	2	4	-
	Mathematics achievement	3	4	-	3	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	5	12	60.0	5	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		4.2	9.6	-	4.5	7.6	-
Percentage of possible points		44%		-	59%		-
2026 Annual criterion-referenced target percentage		52%

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	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	20.0	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	3	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		1.3	9.6	-	3.6	7.6	-
Percentage of possible points		14%		-	47%		-
2025 Annual criterion-referenced target percentage		31%

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	11%	26%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	20%
	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	2	4	-
	Science achievement	0	4	-
	Achievement total	2	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		2.7	10.3	-
Percentage of possible points		26%		-
2026 Annual criterion-referenced target percentage		26%

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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		1.1	10.3	-
Percentage of possible points		11%		-
2025 Annual criterion-referenced target percentage		11%

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	489.7	487.5	-2.2	492.6	205	0	Recovery Path: Declined
Lowest Performing	459.9	462.7	2.8	464.2	30	2	Recovery Path: Improved Below Target
High Needs	479.3	475.9	-3.4	482.1	119	0	Recovery Path: Declined
English Learners and Former English Learners	478.0	468.7	-9.3	481.6	60	0	Recovery Path: Declined
Low Income	478.1	472.4	-5.7	480.7	83	0	Recovery Path: Declined
Students with Disabilities	472.0	470.2	-1.8	474.3	69	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	477.4	473.3	-4.1	481.2	67	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.4	496.1	0.7	498.1	99	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	484.5	486.9	2.4	486.9	204	3	Recovery Path: Met Target
Lowest Performing	456.1	460.7	4.6	460.6	30	3	Recovery Path: Met Target
High Needs	476.5	477.5	1.0	478.7	118	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	475.7	471.7	-4.0	478.5	59	0	Recovery Path: Declined
Low Income	474.3	472.6	-1.7	477.1	82	0	Recovery Path: Declined
Students with Disabilities	471.0	473.0	2.0	473.4	69	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	472.3	471.7	-0.6	476.1	66	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.4	494.6	5.2	491.6	99	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	485.8	486.2	0.4	488.5	62	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	11	-	-
High Needs	472.3	471.1	-1.2	475.7	30	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	471.7	469.0	-2.7	475.1	24	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.2	491.8	-4.4	499.2	34	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.3	130	2	Typical Growth - Low
Lowest Performing	38.2	30	1	Low Growth
High Needs	41.2	71	2	Typical Growth - Low
English Learners and Former English Learners	36.0	29	1	Low Growth
Low Income	39.2	49	1	Low Growth
Students with Disabilities	39.5	41	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	10	-	-
Black or African American	-	7	-	-
Hispanic or Latino	39.2	35	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.0	70	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.6	128	2	Typical Growth - Low
Lowest Performing	44.7	30	2	Typical Growth - Low
High Needs	46.7	69	2	Typical Growth - Low
English Learners and Former English Learners	43.8	28	2	Typical Growth - Low
Low Income	43.0	48	2	Typical Growth - Low
Students with Disabilities	44.4	40	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	10	-	-
Black or African American	-	7	-	-
Hispanic or Latino	38.2	33	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.4	70	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	53.5	35.1	-18.4	57.5	97	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	53.5	35.1	-18.4	57.5	97	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	18.2	13.1	-5.1	16.9	375	4	Exceeded Target
Lowest Performing	25.0	16.7	-8.3	21.5	30	4	Exceeded Target
High Needs	27.2	20.9	-6.3	24.6	230	4	Exceeded Target
English Learners and Former English Learners	28.4	24.6	-3.8	25.4	138	4	Exceeded Target
Low Income	30.7	24.7	-6.0	27.0	162	4	Exceeded Target
Students with Disabilities	26.4	22.8	-3.6	23.1	127	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	23	-	-
Black or African American	-	-	-	-	23	-	-
Hispanic or Latino	30.5	22.6	-7.9	26.8	146	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	12.1	4.3	-7.8	10.7	162	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	214	214	100	Yes	1	215	214	100	Yes	1	66	65	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	126	126	127	126	32	32	285	284	100	Yes	1
English Learners and Former English Learners	66	66	66	65	14	14	146	145	99	Yes	1
Low Income	89	89	90	89	26	26	205	204	100	Yes	1
Students with Disabilities	71	71	71	71	18	18	160	160	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	17	17	17	17	3	3	37	-	-	-	-
Black or African American	11	11	11	11	4	4	26	-	-	-	-
Hispanic or Latino	70	70	71	70	17	17	158	157	99	Yes	1
Multi-Race, Not Hispanic or Latino	14	14	14	14	4	4	32	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	102	102	102	102	38	37	242	241	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