Massachusetts School and District Profiles

Millbury Street Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Millbury Street Elementary School

Organization Information

DISTRICT NAME
Grafton (01100000)

TITLE I STATUS
Title I School

SCHOOL
Millbury Street Elementary School (01100200)

GRADES SERVED
02,03,04,05,06

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
48% - Moderate progress toward targets	75

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	61%	40%
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	1	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	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	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		2.1	10.3	-	4.5	7.6	-
Percentage of possible points		20%		-	59%		-
2026 Annual criterion-referenced target percentage		40%

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	2	4	-	0	4	-
	Mathematics achievement	3	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	12	67.5	3	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	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	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		7.8	10.3	-	3.5	7.6	-
Percentage of possible points		76%		-	46%		-
2025 Annual criterion-referenced target percentage		61%

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	87%	24%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	50%
	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	2	4	-
	Mathematics achievement	0	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		2.5	10.3	-
Percentage of possible points		24%		-
2026 Annual criterion-referenced target percentage		24%

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	3	4	-
	Science achievement	4	4	-
	Achievement total	11	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		9.0	10.3	-
Percentage of possible points		87%		-
2025 Annual criterion-referenced target percentage		87%

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	499.4	498.9	-0.5	502.9	497	1	Recovery Path: No Change
Lowest Performing	477.0	479.3	2.3	481.5	79	2	Recovery Path: Improved Below Target
High Needs	486.2	486.8	0.6	488.2	208	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	491.6	486.5	-5.1	494.9	42	0	Recovery Path: Declined
Low Income	489.7	487.9	-1.8	492.8	90	0	Recovery Path: Declined
Students with Disabilities	480.6	482.0	1.4	483.3	127	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	7	-	-
Asian	507.5	505.1	-2.4	510.9	86	3	Recovery Path: Met Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	490.2	487.8	-2.4	493.5	55	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.2	499.5	0.3	502.6	323	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	505.6	503.4	-2.2	507.7	496	0	Path Forward: Declined
Lowest Performing	479.0	482.0	3.0	484.1	79	2	Path Forward: Improved Below Target
High Needs	492.4	491.1	-1.3	495.0	206	0	Path Forward: Declined
English Learners and Former English Learners	500.9	496.7	-4.2	504.5	42	0	Path Forward: Declined
Low Income	494.8	490.2	-4.6	497.2	89	0	Path Forward: Declined
Students with Disabilities	486.3	484.8	-1.5	489.6	125	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	7	-	-
Asian	518.5	518.7	0.2	522.2	86	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	493.0	489.6	-3.4	495.8	54	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.0	502.2	-2.8	507.1	323	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	510.7	504.0	-6.7	513.4	102	0	Path Forward: Declined
Lowest Performing	-	-	-	-	18	-	-
High Needs	495.4	492.7	-2.7	497.3	48	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	-	-	-	-	23	-	-
Students with Disabilities	487.2	489.0	1.8	491.7	32	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	18	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.0	506.4	-4.6	514.0	64	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.9	350	2	Typical Growth - Low
Lowest Performing	53.5	79	3	Typical Growth - High
High Needs	47.9	145	2	Typical Growth - Low
English Learners and Former English Learners	45.9	25	2	Typical Growth - Low
Low Income	45.2	62	2	Typical Growth - Low
Students with Disabilities	49.6	91	2	Typical Growth - Low
American Indian or Alaska Native	-	3	-	-
Asian	46.6	56	2	Typical Growth - Low
Black or African American	-	12	-	-
Hispanic or Latino	45.8	37	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.9	236	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.8	350	3	Typical Growth - High
Lowest Performing	51.3	79	3	Typical Growth - High
High Needs	49.4	143	2	Typical Growth - Low
English Learners and Former English Learners	54.8	26	3	Typical Growth - High
Low Income	47.0	62	2	Typical Growth - Low
Students with Disabilities	50.0	89	3	Typical Growth - High
American Indian or Alaska Native	-	3	-	-
Asian	54.0	56	3	Typical Growth - High
Black or African American	-	12	-	-
Hispanic or Latino	45.5	36	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.8	237	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	-	-	-	-	-	-	-
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	9.1	8.1	-1.0	7.8	641	3	Met Target
Lowest Performing	7.2	3.8	-3.4	3.7	79	4	Exceeded Target
High Needs	13.2	13.1	-0.1	10.6	260	2	Improved Below Target
English Learners and Former English Learners	25.0	16.4	-8.6	22.0	55	4	Exceeded Target
Low Income	11.8	18.6	6.8	8.1	118	0	Declined
Students with Disabilities	9.5	11.4	1.9	6.2	158	0	Declined
American Indian or Alaska Native	-	-	-	-	8	-	-
Asian	17.3	8.0	-9.3	14.4	112	4	Exceeded Target
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	16.7	19.4	2.7	13.0	67	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.7	6.2	-0.5	5.3	422	2	Improved Below 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	510	504	99	Yes	1	512	503	98	Yes	1	105	103	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	217	213	218	211	50	49	485	473	98	Yes	1
English Learners and Former English Learners	43	43	43	43	7	7	93	93	100	Yes	1
Low Income	96	93	96	92	24	23	216	208	96	Yes	1
Students with Disabilities	135	131	136	129	34	33	305	293	96	Yes	1
American Indian or Alaska Native	7	7	7	7	0	0	14	-	-	-	-
Asian	89	89	89	89	19	19	197	197	100	Yes	1
Black or African American	16	16	16	16	5	5	37	-	-	-	-
Hispanic or Latino	57	57	57	56	14	14	128	127	99	Yes	1
Multi-Race, Not Hispanic or Latino	10	10	10	10	1	1	21	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	331	325	333	325	66	64	730	714	98	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