Massachusetts School and District Profiles

Francis M Leahy Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Francis M Leahy Middle

Organization Information

DISTRICT NAME
Lawrence (01490000)

TITLE I STATUS
Title I School

SCHOOL
Francis M Leahy Middle (01490090)

GRADES SERVED
05,06,07,08

REGION
Strategic Transformation

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: Students with Disabilities -English Learners and Former English Learners -High Needs

Progress toward improvement targets	Accountability percentile
56% - Substantial progress toward targets	3

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	66%	50%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	56%
	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	0	4	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	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	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		1.3	9.6	-	6.5	7.6	-
Percentage of possible points		14%		-	86%		-
2026 Annual criterion-referenced target percentage		50%

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	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	60.0	8	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	20.0	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	2	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		4.0	9.6	-	6.8	7.6	-
Percentage of possible points		42%		-	90%		-
2025 Annual criterion-referenced target percentage		66%

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	41%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	23%
	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	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	4	-
	Achievement total	4	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		4.2	10.3	-
Percentage of possible points		41%		-
2025 Annual criterion-referenced target percentage		41%

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	467.0	465.8	-1.2	470.2	398	0	Recovery Path: Declined
Lowest Performing	443.4	449.2	5.8	448.5	36	4	Path Forward: Exceeded Target
High Needs	465.4	464.8	-0.6	468.5	377	0	Recovery Path: Declined
English Learners and Former English Learners	461.0	462.0	1.0	464.8	238	2	Recovery Path: Improved Below Target
Low Income	465.1	464.9	-0.2	468.4	354	1	Recovery Path: No Change
Students with Disabilities	452.4	451.6	-0.8	455.2	68	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	466.7	465.5	-1.2	470.1	386	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	6	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	472.5	471.3	-1.2	476.6	401	0	Recovery Path: Declined
Lowest Performing	451.0	459.3	8.3	456.0	36	4	Recovery Path: Exceeded Target
High Needs	471.7	470.6	-1.1	475.6	380	0	Recovery Path: Declined
English Learners and Former English Learners	470.7	469.0	-1.7	474.8	239	0	Recovery Path: Declined
Low Income	471.3	470.5	-0.8	475.2	357	0	Recovery Path: Declined
Students with Disabilities	455.8	461.6	5.8	459.1	69	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	472.3	471.2	-1.1	476.5	389	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	6	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	473.4	469.7	-3.7	477.7	203	0	Path Forward: Declined
Lowest Performing	-	-	-	-	15	-	-
High Needs	471.8	468.9	-2.9	476.1	189	0	Path Forward: Declined
English Learners and Former English Learners	467.7	465.3	-2.4	470.1	111	0	Recovery Path: Declined
Low Income	471.6	469.0	-2.6	473.9	180	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	29	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	473.4	469.4	-4.0	476.2	195	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	3	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.9	362	2	Typical Growth - Low
Lowest Performing	38.7	36	1	Low Growth
High Needs	43.7	342	2	Typical Growth - Low
English Learners and Former English Learners	43.5	208	2	Typical Growth - Low
Low Income	44.0	322	2	Typical Growth - Low
Students with Disabilities	36.0	63	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	5	-	-
Hispanic or Latino	43.8	350	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	6	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.4	367	2	Typical Growth - Low
Lowest Performing	46.8	36	2	Typical Growth - Low
High Needs	47.8	347	2	Typical Growth - Low
English Learners and Former English Learners	47.7	211	2	Typical Growth - Low
Low Income	47.9	326	2	Typical Growth - Low
Students with Disabilities	41.4	64	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	5	-	-
Hispanic or Latino	48.2	355	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	6	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	13.0	19.6	6.6	18.2	168	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	13.0	19.6	6.6	18.2	168	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	25.9	25.0	-0.9	23.7	456	2	Improved Below Target
Lowest Performing	26.3	18.9	-7.4	21.4	37	4	Exceeded Target
High Needs	26.8	25.5	-1.3	24.3	435	2	Improved Below Target
English Learners and Former English Learners	23.1	23.5	0.4	19.8	281	1	No Change
Low Income	27.3	25.4	-1.9	24.6	409	2	Improved Below Target
Students with Disabilities	43.8	28.8	-15.0	39.5	73	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	26.1	25.5	-0.6	22.3	440	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	7	-	-

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	456	451	99	Yes	1	455	454	100	Yes	1	234	232	99	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	435	430	434	433	220	218	1,089	1,081	99	Yes	1
English Learners and Former English Learners	288	286	287	286	138	137	713	709	99	Yes	1
Low Income	409	404	408	407	209	207	1,026	1,018	99	Yes	1
Students with Disabilities	73	71	72	72	32	31	177	174	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	7	7	7	7	5	5	19	-	-	-	-
Hispanic or Latino	441	436	440	439	225	223	1,106	1,098	99	Yes	1
Multi-Race, Not Hispanic or Latino	2	2	2	2	1	1	5	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	6	6	6	6	3	3	15	-	-	-	-

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