Massachusetts School and District Profiles

Harrington

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Harrington

Organization Information

DISTRICT NAME
Lexington (01550000)

TITLE I STATUS
Title I School

SCHOOL
Harrington (01550030)

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
80% - 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	88%	75%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	80%
	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	-	2	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	4	4	-	2	4	-
	Growth total	7	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	4	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		9.3	9.6	-	4.0	7.6	-
Percentage of possible points		97%		-	53%		-
2026 Annual criterion-referenced target percentage		75%

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	-	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	2	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0
Weighted total		9.0	9.6	-	6.3	7.6	-
Percentage of possible points		94%		-	83%		-
2025 Annual criterion-referenced target percentage		88%

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%	71%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	76%
	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	-	-	-
	Achievement total	6	8	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		5.4	7.6	-
Percentage of possible points		71%		-
2026 Annual criterion-referenced target percentage		71%

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	510.7	509.9	-0.8	513.0	185	4	Recovery Path: Exceeded Target
Lowest Performing	478.7	479.9	1.2	484.6	27	2	Recovery Path: Improved Below Target
High Needs	496.6	495.7	-0.9	499.0	73	3	Recovery Path: Met Target
English Learners and Former English Learners	501.2	499.1	-2.1	504.2	42	3	Recovery Path: Met Target
Low Income	-	-	-	-	25	-	-
Students with Disabilities	483.9	483.9	0.0	486.7	27	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	518.1	514.0	-4.1	520.2	92	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.9	507.8	3.9	507.3	49	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	514.3	514.8	0.5	516.1	185	4	Recovery Path: Exceeded Target
Lowest Performing	478.1	481.4	3.3	482.0	27	2	Recovery Path: Improved Below Target
High Needs	503.1	501.7	-1.4	505.6	73	3	Path Forward: Met Target
English Learners and Former English Learners	513.3	511.9	-1.4	516.3	42	4	Path Forward: Exceeded Target
Low Income	-	-	-	-	25	-	-
Students with Disabilities	480.6	486.6	6.0	483.8	27	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	526.9	526.7	-0.2	529.9	92	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.1	508.8	4.7	506.4	49	4	Recovery Path: 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	511.7	510.4	-1.3	513.9	57	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	12	-	-
High Needs	-	-	-	-	17	-	-
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	-	-	-	-	4	-	-
Students with Disabilities	-	-	-	-	5	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	518.1	516.8	-1.3	520.3	33	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	15	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.6	116	3	Typical Growth - High
Lowest Performing	47.1	27	2	Typical Growth - Low
High Needs	48.6	40	2	Typical Growth - Low
English Learners and Former English Learners	53.4	26	3	Typical Growth - High
Low Income	-	10	-	-
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	-	-	-
Asian	62.1	57	4	Exceeded Typical Growth
Black or African American	-	13	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.7	33	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	62.7	120	4	Exceeded Typical Growth
Lowest Performing	49.7	27	2	Typical Growth - Low
High Needs	53.4	43	3	Typical Growth - High
English Learners and Former English Learners	59.4	29	3	Typical Growth - High
Low Income	-	10	-	-
Students with Disabilities	-	17	-	-
American Indian or Alaska Native	-	-	-	-
Asian	73.0	60	4	Exceeded Typical Growth
Black or African American	-	13	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.6	34	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	79.5	88.1	8.6	81.7	42	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	79.5	88.1	8.6	81.7	42	4	Exceeded 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	8.1	6.9	-1.2	7.0	317	3	Met Target
Lowest Performing	3.7	3.7	0.0	1.0	27	4	Exceeded Target
High Needs	9.5	9.2	-0.3	7.4	131	2	Improved Below Target
English Learners and Former English Learners	10.6	9.0	-1.6	7.6	78	2	Improved Below Target
Low Income	-	-	-	-	45	-	-
Students with Disabilities	7.7	10.9	3.2	5.2	46	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	8.9	5.1	-3.8	6.8	157	4	Exceeded Target
Black or African American	-	-	-	-	33	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	30	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.0	7.7	-1.3	7.8	78	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	187	187	100	Yes	1	187	187	100	Yes	1	57	57	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	75	75	75	75	17	17	167	167	100	Yes	1
English Learners and Former English Learners	43	43	43	43	13	13	99	99	100	Yes	1
Low Income	26	26	26	26	4	4	56	56	100	Yes	1
Students with Disabilities	28	28	28	28	5	5	61	61	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	93	93	93	93	33	33	219	219	100	Yes	1
Black or African American	20	20	20	20	4	4	44	44	100	Yes	1
Hispanic or Latino	9	9	9	9	2	2	20	-	-	-	-
Multi-Race, Not Hispanic or Latino	16	16	16	16	3	3	35	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	49	49	49	49	15	15	113	113	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