Massachusetts School and District Profiles

Beeman Memorial

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Beeman Memorial

Organization Information

DISTRICT NAME
Gloucester (01070000)

TITLE I STATUS
Title I School

SCHOOL
Beeman Memorial (01070010)

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

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
33% - Moderate progress toward targets	13

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	29%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	33%
	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	1	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	60.0	4	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	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		1.9	9.6	-	3.8	7.6	-
Percentage of possible points		20%		-	50%		-
2026 Annual criterion-referenced target percentage		35%

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	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		1.0	9.6	-	3.6	7.6	-
Percentage of possible points		10%		-	47%		-
2025 Annual criterion-referenced target percentage		29%

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%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	11%
	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	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%		-
2026 Annual criterion-referenced target percentage		11%

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	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		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	485.3	485.1	-0.2	488.3	153	1	Recovery Path: No Change
Lowest Performing	458.4	461.2	2.8	463.5	25	2	Path Forward: Improved Below Target
High Needs	479.4	478.6	-0.8	482.6	101	0	Recovery Path: Declined
English Learners and Former English Learners	471.7	468.5	-3.2	475.6	32	0	Recovery Path: Declined
Low Income	479.4	477.6	-1.8	482.9	86	0	Recovery Path: Declined
Students with Disabilities	475.9	480.4	4.5	479.2	29	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	473.8	473.2	-0.6	478.8	38	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.5	490.2	-0.3	493.0	102	1	Recovery Path: 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	485.2	483.3	-1.9	488.3	154	0	Recovery Path: Declined
Lowest Performing	459.6	462.6	3.0	464.9	25	2	Recovery Path: Improved Below Target
High Needs	479.4	477.7	-1.7	483.0	102	0	Recovery Path: Declined
English Learners and Former English Learners	472.7	470.3	-2.4	475.5	32	0	Recovery Path: Declined
Low Income	478.9	476.1	-2.8	483.4	87	0	Recovery Path: Declined
Students with Disabilities	475.2	476.8	1.6	479.4	29	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	476.3	473.0	-3.3	480.5	38	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.6	487.8	-1.8	492.3	104	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	485.3	481.4	-3.9	489.1	51	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	14	-	-
High Needs	478.7	466.1	-12.6	483.2	28	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	478.5	463.9	-14.6	483.1	23	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.6	491.6	3.0	491.9	32	3	Recovery Path: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.9	103	2	Typical Growth - Low
Lowest Performing	39.7	24	1	Low Growth
High Needs	41.0	64	2	Typical Growth - Low
English Learners and Former English Learners	-	18	-	-
Low Income	41.4	54	2	Typical Growth - Low
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	3	-	-
Hispanic or Latino	42.3	23	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.5	72	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	40.4	105	2	Typical Growth - Low
Lowest Performing	40.4	24	2	Typical Growth - Low
High Needs	41.7	66	2	Typical Growth - Low
English Learners and Former English Learners	-	18	-	-
Low Income	42.8	56	2	Typical Growth - Low
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	3	-	-
Hispanic or Latino	41.4	23	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	39.2	74	1	Low Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	33.3	40.0	6.7	37.3	45	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	33.3	40.0	6.7	37.3	45	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	16.7	16.3	-0.4	15.2	251	2	Improved Below Target
Lowest Performing	19.2	12.0	-7.2	14.6	25	4	Exceeded Target
High Needs	21.1	20.5	-0.6	18.7	161	2	Improved Below Target
English Learners and Former English Learners	24.1	29.1	5.0	20.6	55	0	Declined
Low Income	21.3	21.6	0.3	18.1	139	1	No Change
Students with Disabilities	22.0	21.4	-0.6	18.4	42	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	26.2	28.4	2.2	22.0	67	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	14.4	12.4	-2.0	12.6	161	3	Met 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	160	158	99	Yes	1	160	159	99	Yes	1	53	53	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	108	106	108	107	30	30	246	243	99	Yes	1
English Learners and Former English Learners	34	34	34	34	14	14	82	82	100	Yes	1
Low Income	93	91	93	92	25	25	211	208	99	Yes	1
Students with Disabilities	29	29	29	29	9	9	67	67	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	3	3	3	3	2	2	8	-	-	-	-
Black or African American	6	6	6	6	3	3	15	-	-	-	-
Hispanic or Latino	39	39	39	39	13	13	91	91	100	Yes	1
Multi-Race, Not Hispanic or Latino	4	4	4	3	1	1	9	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	108	106	108	108	34	34	250	248	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