Massachusetts School and District Profiles

Harmony Grove Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Harmony Grove Elementary

Organization Information

DISTRICT NAME
Framingham (01000000)

TITLE I STATUS
Title I School

SCHOOL
Harmony Grove Elementary (01000055)

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

REGION
Coastal

FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Low student group performance: Low Income -Hispanic or Latino -English Learners and Former English Learners -High Needs

Progress toward improvement targets	Accountability percentile
48% - Moderate progress toward targets	2

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	63%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	48%
	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	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	6	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		1.5	9.6	-	4.7	7.6	-
Percentage of possible points		16%		-	62%		-
2026 Annual criterion-referenced target percentage		39%

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	1	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	8	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		3.8	9.6	-	6.5	7.6	-
Percentage of possible points		40%		-	86%		-
2025 Annual criterion-referenced target percentage		63%

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	45%	13%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	25%
	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	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.3	10.3	-
Percentage of possible points		13%		-
2026 Annual criterion-referenced target percentage		13%

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	0	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		4.6	10.3	-
Percentage of possible points		45%		-
2025 Annual criterion-referenced target percentage		45%

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	472.1	470.7	-1.4	474.9	184	0	Recovery Path: Declined
Lowest Performing	452.7	454.9	2.2	457.8	27	2	Path Forward: Improved Below Target
High Needs	471.7	470.1	-1.6	474.4	179	0	Recovery Path: Declined
English Learners and Former English Learners	470.2	468.8	-1.4	473.4	151	0	Recovery Path: Declined
Low Income	470.5	470.1	-0.4	473.7	159	1	Recovery Path: No Change
Students with Disabilities	467.3	464.0	-3.3	470.3	26	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	470.1	470.1	0.0	473.5	157	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	11	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	472.3	470.3	-2.0	475.1	184	0	Recovery Path: Declined
Lowest Performing	448.4	457.2	8.8	452.4	27	4	Recovery Path: Exceeded Target
High Needs	472.1	470.0	-2.1	474.9	180	0	Recovery Path: Declined
English Learners and Former English Learners	471.4	469.7	-1.7	474.7	152	0	Recovery Path: Declined
Low Income	471.2	469.4	-1.8	473.9	160	0	Recovery Path: Declined
Students with Disabilities	467.5	465.8	-1.7	471.2	26	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	470.3	469.9	-0.4	473.7	157	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	11	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	471.1	461.9	-9.2	475.2	69	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	14	-	-
High Needs	470.8	460.8	-10.0	474.9	66	0	Recovery Path: Declined
English Learners and Former English Learners	470.6	459.0	-11.6	474.3	58	0	Recovery Path: Declined
Low Income	469.3	460.4	-8.9	473.6	59	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	467.6	460.1	-7.5	471.5	59	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	3	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.2	113	2	Typical Growth - Low
Lowest Performing	35.6	27	1	Low Growth
High Needs	44.7	108	2	Typical Growth - Low
English Learners and Former English Learners	44.9	89	2	Typical Growth - Low
Low Income	44.5	93	2	Typical Growth - Low
Students with Disabilities	-	18	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	7	-	-
Hispanic or Latino	43.9	93	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	0	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	10	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.7	113	2	Typical Growth - Low
Lowest Performing	44.9	27	2	Typical Growth - Low
High Needs	42.3	109	2	Typical Growth - Low
English Learners and Former English Learners	41.4	90	2	Typical Growth - Low
Low Income	41.1	94	2	Typical Growth - Low
Students with Disabilities	-	18	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	7	-	-
Hispanic or Latino	41.4	93	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	0	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	10	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	50.4	55.9	5.5	55.8	238	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	50.4	55.9	5.5	55.8	238	3	Met 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	35.9	28.2	-7.7	33.7	372	4	Exceeded Target
Lowest Performing	27.6	29.6	2.0	22.7	27	0	Declined
High Needs	36.3	28.8	-7.5	33.8	361	4	Exceeded Target
English Learners and Former English Learners	37.7	30.2	-7.5	34.4	318	4	Exceeded Target
Low Income	35.6	29.6	-6.0	32.9	314	4	Exceeded Target
Students with Disabilities	42.1	31.5	-10.6	37.8	54	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	22	-	-
Hispanic or Latino	38.6	29.6	-9.0	34.8	324	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	18	-	-

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	199	197	99	Yes	1	199	198	99	Yes	1	71	71	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	194	192	194	193	68	68	456	453	99	Yes	1
English Learners and Former English Learners	166	164	166	165	60	60	392	389	99	Yes	1
Low Income	172	170	172	171	60	60	404	401	99	Yes	1
Students with Disabilities	29	29	30	30	12	12	71	71	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	3	3	3	3	2	2	8	-	-	-	-
Black or African American	12	12	12	12	5	5	29	-	-	-	-
Hispanic or Latino	172	170	171	170	61	61	404	401	99	Yes	1
Multi-Race, Not Hispanic or Latino	1	1	1	1	0	0	2	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	11	11	11	11	3	3	25	-	-	-	-

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