Massachusetts School and District Profiles

Fiske

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Fiske

Organization Information

DISTRICT NAME
Lexington (01550000)

TITLE I STATUS
Non-Title I School

SCHOOL
Fiske (01550015)

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

REGION
Coastal

FEDERAL DESIGNATION
-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	96%	47%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	66%
	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	3	4	-	0	4	-
	Mathematics achievement	4	4	-	0	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	10	12	60.0	0	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	4	4	-	2	4	-
	Growth total	6	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		7.6	9.6	-	1.1	7.6	-
Percentage of possible points		79%		-	15%		-
2026 Annual criterion-referenced target percentage		47%

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	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	7	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		9.0	9.6	-	7.4	7.6	-
Percentage of possible points		94%		-	97%		-
2025 Annual criterion-referenced target percentage		96%

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	96%	41%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	63%
	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	0	4	-
	Mathematics achievement	4	4	-
	Science achievement	0	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%		-
2026 Annual criterion-referenced target percentage		41%

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	4	4	-
	Science achievement	4	4	-
	Achievement total	12	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	4	4	-
	Growth total	8	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		9.9	10.3	-
Percentage of possible points		96%		-
2025 Annual criterion-referenced target percentage		96%

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	511.2	507.4	-3.8	514.1	161	3	Recovery Path: Met Target
Lowest Performing	485.9	479.2	-6.7	490.2	26	0	Recovery Path: Declined
High Needs	498.1	493.6	-4.5	500.8	62	0	Recovery Path: Declined
English Learners and Former English Learners	505.1	498.3	-6.8	508.6	37	3	Recovery Path: Met Target
Low Income	-	-	-	-	7	-	-
Students with Disabilities	487.9	480.7	-7.2	490.4	34	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	512.5	510.7	-1.8	515.8	70	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.2	507.5	-2.7	513.0	61	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	516.4	518.7	2.3	519.0	161	4	Recovery Path: Exceeded Target
Lowest Performing	490.3	487.0	-3.3	495.8	26	0	Recovery Path: Declined
High Needs	501.6	505.0	3.4	504.2	62	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	514.4	512.1	-2.3	517.8	37	4	Recovery Path: Exceeded Target
Low Income	-	-	-	-	7	-	-
Students with Disabilities	486.5	486.3	-0.2	489.0	34	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	517.9	525.4	7.5	520.9	70	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	518.3	516.4	-1.9	520.0	61	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	510.2	505.3	-4.9	511.7	59	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	16	-	-
High Needs	495.2	487.8	-7.4	498.7	25	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	-	-	-	-	4	-	-
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	505.0	510.3	5.3	507.2	24	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	515.2	507.0	-8.2	517.4	21	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.0	104	2	Typical Growth - Low
Lowest Performing	36.5	26	1	Low Growth
High Needs	44.8	37	2	Typical Growth - Low
English Learners and Former English Learners	49.0	23	2	Typical Growth - Low
Low Income	-	3	-	-
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	0	-	-
Asian	53.8	42	3	Typical Growth - High
Black or African American	-	0	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.6	44	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	60.3	105	4	Exceeded Typical Growth
Lowest Performing	47.3	26	2	Typical Growth - Low
High Needs	58.4	37	3	Typical Growth - High
English Learners and Former English Learners	61.8	23	4	Exceeded Typical Growth
Low Income	-	3	-	-
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	0	-	-
Asian	62.7	42	4	Exceeded Typical Growth
Black or African American	-	0	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	60.2	44	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	78.6	42.3	-36.3	80.8	26	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	78.6	42.3	-36.3	80.8	26	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	11.4	6.9	-4.5	10.3	246	4	Exceeded Target
Lowest Performing	0.0	0.0	0.0	1.0	26	4	Exceeded Target
High Needs	22.1	4.0	-18.1	20.0	99	4	Exceeded Target
English Learners and Former English Learners	26.4	3.3	-23.1	23.4	60	4	Exceeded Target
Low Income	-	-	-	-	16	-	-
Students with Disabilities	9.6	5.4	-4.2	7.1	56	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	9.4	9.8	0.4	7.3	102	1	No Change
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	3.4	4.1	0.7	2.2	98	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	166	166	100	Yes	1	166	166	100	Yes	1	60	60	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	66	66	66	66	26	26	158	158	100	Yes	1
English Learners and Former English Learners	41	41	41	41	14	14	96	96	100	Yes	1
Low Income	9	9	9	9	5	5	23	-	-	-	-
Students with Disabilities	34	34	34	34	15	15	83	83	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	71	71	71	71	24	24	166	166	100	Yes	1
Black or African American	1	1	1	1	0	0	2	-	-	-	-
Hispanic or Latino	9	9	9	9	6	6	24	-	-	-	-
Multi-Race, Not Hispanic or Latino	20	20	20	20	8	8	48	48	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	64	64	64	64	22	22	150	150	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