Massachusetts School and District Profiles

Russell St Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Russell St Elementary

Organization Information

DISTRICT NAME
Littleton (01580000)

TITLE I STATUS
Title I School

SCHOOL
Russell St Elementary (01580015)

GRADES SERVED
03,04,05

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
40% - Moderate progress toward targets	79

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	37%	43%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	40%
	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	0	4	-	2	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	6	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		1.8	10.3	-	5.2	7.6	-
Percentage of possible points		18%		-	68%		-
2026 Annual criterion-referenced target percentage		43%

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	0	4	-	0	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	67.5	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		3.6	10.3	-	2.9	7.6	-
Percentage of possible points		35%		-	38%		-
2025 Annual criterion-referenced target percentage		37%

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	14%	25%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	21%
	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	1	4	-
	Science achievement	1	4	-
	Achievement total	2	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		2.6	10.3	-
Percentage of possible points		25%		-
2026 Annual criterion-referenced target percentage		25%

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	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	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		1.4	10.3	-
Percentage of possible points		14%		-
2025 Annual criterion-referenced target percentage		14%

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	501.7	500.3	-1.4	505.8	378	0	Recovery Path: Declined
Lowest Performing	478.5	479.3	0.8	483.9	59	2	Recovery Path: Improved Below Target
High Needs	489.1	483.9	-5.2	491.9	105	0	Path Forward: Declined
English Learners and Former English Learners	499.8	487.0	-12.8	502.2	28	0	Path Forward: Declined
Low Income	488.2	482.4	-5.8	490.5	37	0	Path Forward: Declined
Students with Disabilities	482.5	478.0	-4.5	485.4	71	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	509.4	505.7	-3.7	511.5	67	3	Recovery Path: Met Target
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	500.5	500.3	-0.2	502.7	274	1	Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	505.9	504.8	-1.1	508.0	377	0	Path Forward: Declined
Lowest Performing	477.4	483.9	6.5	481.8	59	4	Recovery Path: Exceeded Target
High Needs	491.0	490.5	-0.5	493.6	105	1	Path Forward: No Change
English Learners and Former English Learners	507.2	494.9	-12.3	510.8	28	0	Path Forward: Declined
Low Income	486.0	484.1	-1.9	488.4	37	0	Path Forward: Declined
Students with Disabilities	482.3	484.7	2.4	485.6	71	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	517.5	511.9	-5.6	521.2	67	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	503.9	504.8	0.9	506.0	273	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	504.7	503.7	-1.0	507.4	114	0	Path Forward: Declined
Lowest Performing	-	-	-	-	25	-	-
High Needs	492.1	491.8	-0.3	495.5	37	1	Path Forward: No Change
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	-	-	-	-	11	-	-
Students with Disabilities	482.7	490.3	7.6	487.2	23	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	515.5	510.5	-5.0	519.5	21	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.5	503.3	1.8	504.5	85	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.5	246	3	Typical Growth - High
Lowest Performing	44.9	59	2	Typical Growth - Low
High Needs	40.9	62	2	Typical Growth - Low
English Learners and Former English Learners	-	18	-	-
Low Income	40.6	20	2	Typical Growth - Low
Students with Disabilities	36.4	43	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	57.3	48	3	Typical Growth - High
Black or African American	-	7	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	50.2	176	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.9	245	3	Typical Growth - High
Lowest Performing	59.1	59	3	Typical Growth - High
High Needs	58.7	61	3	Typical Growth - High
English Learners and Former English Learners	-	18	-	-
Low Income	48.5	20	2	Typical Growth - Low
Students with Disabilities	56.4	42	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	58.9	48	3	Typical Growth - High
Black or African American	-	7	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	57.5	174	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	-	-	-	-	-	-	-
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	5.5	3.4	-2.1	4.2	381	4	Exceeded Target
Lowest Performing	1.7	6.8	5.1	1.0	59	0	Declined
High Needs	7.0	7.5	0.5	4.4	106	1	No Change
English Learners and Former English Learners	3.6	6.9	3.3	1.0	29	0	Declined
Low Income	12.5	10.3	-2.2	8.8	39	2	Improved Below Target
Students with Disabilities	8.5	10.0	1.5	5.2	70	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	8.0	4.4	-3.6	5.1	68	4	Exceeded Target
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	5.5	2.2	-3.3	4.1	274	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	381	380	100	Yes	1	381	379	99	Yes	1	115	114	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	108	107	108	107	37	37	253	251	99	Yes	1
English Learners and Former English Learners	29	29	29	29	14	14	72	72	100	Yes	1
Low Income	39	38	39	38	11	11	89	87	98	Yes	1
Students with Disabilities	73	72	73	72	23	23	169	167	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	68	68	68	68	21	21	157	157	100	Yes	1
Black or African American	7	7	7	7	2	2	16	-	-	-	-
Hispanic or Latino	20	19	20	19	4	4	44	42	95	Yes	1
Multi-Race, Not Hispanic or Latino	11	11	11	11	2	2	24	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	274	274	274	273	86	85	634	632	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