Massachusetts School and District Profiles

Joseph Estabrook

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Joseph Estabrook

Organization Information

DISTRICT NAME
Lexington (01550000)

TITLE I STATUS
Non-Title I School

SCHOOL
Joseph Estabrook (01550010)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
87% - Meeting or exceeding targets	97

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	84%	89%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	87%
	Meeting or exceeding 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	4	4	-	3	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	7	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	8	8	20.0	7	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		9.2	9.6	-	6.3	7.6	-
Percentage of possible points		96%		-	83%		-
2026 Annual criterion-referenced target percentage		89%

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	4	4	-	3	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	0	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		8.7	9.6	-	5.8	7.6	-
Percentage of possible points		91%		-	76%		-
2025 Annual criterion-referenced target percentage		84%

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	83%	75%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	78%
	Meeting or exceeding 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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	3	4	-
	Achievement total	9	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	7	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		7.7	10.3	-
Percentage of possible points		75%		-
2026 Annual criterion-referenced target percentage		75%

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	3	4	-
	Science achievement	4	4	-
	Achievement total	10	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		8.5	10.3	-
Percentage of possible points		83%		-
2025 Annual criterion-referenced target percentage		83%

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	514.3	512.2	-2.1	515.7	283	4	Path Forward: Exceeded Target
Lowest Performing	484.3	487.1	2.8	489.4	46	3	Path Forward: Met Target
High Needs	499.8	498.7	-1.1	501.8	104	3	Recovery Path: Met Target
English Learners and Former English Learners	504.0	501.5	-2.5	507.8	61	3	Recovery Path: Met Target
Low Income	-	-	-	-	16	-	-
Students with Disabilities	488.7	489.0	0.3	491.0	50	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	520.0	517.4	-2.6	522.1	142	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	21	-	-
Multi-Race, Not Hispanic or Latino	518.6	518.1	-0.5	520.0	29	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.2	506.1	-1.1	508.7	82	3	Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	519.2	519.2	0.0	520.7	283	4	Path Forward: Exceeded Target
Lowest Performing	486.5	495.5	9.0	491.6	46	4	Path Forward: Exceeded Target
High Needs	506.8	507.4	0.6	509.3	104	3	Path Forward: Met Target
English Learners and Former English Learners	513.8	514.2	0.4	515.5	61	4	Recovery Path: Exceeded Target
Low Income	-	-	-	-	16	-	-
Students with Disabilities	490.9	490.9	0.0	494.1	50	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	529.0	528.5	-0.5	532.0	142	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	21	-	-
Multi-Race, Not Hispanic or Latino	515.5	519.2	3.7	517.0	29	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.8	511.2	0.4	512.5	82	4	Path Forward: 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	515.8	513.1	-2.7	518.0	105	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	18	-	-
High Needs	502.4	501.9	-0.5	505.9	37	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	-	-	-	-	6	-	-
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	517.7	519.3	1.6	519.9	55	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.1	506.6	-6.5	515.3	27	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.0	191	4	Exceeded Typical Growth
Lowest Performing	54.1	46	3	Typical Growth - High
High Needs	55.2	74	3	Typical Growth - High
English Learners and Former English Learners	55.3	48	3	Typical Growth - High
Low Income	-	12	-	-
Students with Disabilities	52.4	33	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	61.9	99	4	Exceeded Typical Growth
Black or African American	-	6	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	63.4	56	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	68.8	193	4	Exceeded Typical Growth
Lowest Performing	67.7	46	4	Exceeded Typical Growth
High Needs	68.3	76	4	Exceeded Typical Growth
English Learners and Former English Learners	70.0	50	4	Exceeded Typical Growth
Low Income	-	12	-	-
Students with Disabilities	61.0	33	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	72.5	101	4	Exceeded Typical Growth
Black or African American	-	6	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	66.2	56	4	Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	75.0	71.4	-3.6	77.2	35	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	75.0	71.4	-3.6	77.2	35	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	7.9	5.8	-2.1	6.8	413	4	Exceeded Target
Lowest Performing	0.0	6.5	6.5	1.0	46	0	Declined
High Needs	5.2	7.2	2.0	3.1	152	0	Declined
English Learners and Former English Learners	3.3	8.4	5.1	1.0	83	0	Declined
Low Income	-	-	-	-	26	-	-
Students with Disabilities	5.2	9.6	4.4	2.7	73	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	11.2	6.7	-4.5	9.1	209	4	Exceeded Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	-	-	-	-	33	-	-
Multi-Race, Not Hispanic or Latino	2.3	0.0	-2.3	1.2	37	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.0	3.3	-1.7	3.8	123	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	286	285	100	Yes	1	286	285	100	Yes	1	105	105	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	107	106	107	106	37	37	251	249	99	Yes	1
English Learners and Former English Learners	63	62	63	62	23	23	149	147	99	Yes	1
Low Income	17	17	17	17	6	6	40	-	-	-	-
Students with Disabilities	51	50	51	50	17	17	119	117	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	144	143	144	143	55	55	343	341	99	Yes	1
Black or African American	9	9	9	9	4	4	22	-	-	-	-
Hispanic or Latino	22	22	22	22	7	7	51	51	100	Yes	1
Multi-Race, Not Hispanic or Latino	29	29	29	29	12	12	70	70	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	82	82	82	82	27	27	191	191	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