Massachusetts School and District Profiles

Pyne Arts

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Pyne Arts

Organization Information

DISTRICT NAME
Lowell (01600000)

TITLE I STATUS
Title I School

SCHOOL
Pyne Arts (01600018)

GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
39% - Moderate progress toward targets	38

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	57%	27%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	39%
	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	-	1	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	3	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	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	0	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	2	4	10.0
Weighted total		1.2	9.6	-	3.1	7.6	-
Percentage of possible points		13%		-	41%		-
2026 Annual criterion-referenced target percentage		27%

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	-	3	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	5	12	60.0	5	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	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		4.4	9.6	-	5.1	7.6	-
Percentage of possible points		46%		-	67%		-
2025 Annual criterion-referenced target percentage		57%

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	62%	9%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	30%
	Moderate 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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		0.9	10.3	-
Percentage of possible points		9%		-
2026 Annual criterion-referenced target percentage		9%

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	3	4	-
	Science achievement	0	4	-
	Achievement total	7	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		6.4	10.3	-
Percentage of possible points		62%		-
2025 Annual criterion-referenced target percentage		62%

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	494.7	491.6	-3.1	498.1	283	0	Recovery Path: Declined
Lowest Performing	468.1	469.4	1.3	473.2	48	2	Path Forward: Improved Below Target
High Needs	489.3	485.1	-4.2	492.2	200	0	Recovery Path: Declined
English Learners and Former English Learners	483.5	480.0	-3.5	486.8	83	0	Recovery Path: Declined
Low Income	487.8	485.5	-2.3	490.2	165	0	Recovery Path: Declined
Students with Disabilities	483.4	474.1	-9.3	486.7	56	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	503.9	493.8	-10.1	506.8	44	0	Recovery Path: Declined
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	490.3	487.7	-2.6	493.3	120	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.7	496.6	0.9	498.4	92	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	494.0	491.6	-2.4	496.0	286	0	Recovery Path: Declined
Lowest Performing	470.1	469.7	-0.4	474.7	48	1	Recovery Path: No Change
High Needs	489.3	486.5	-2.8	491.5	203	0	Recovery Path: Declined
English Learners and Former English Learners	486.2	485.2	-1.0	488.8	84	0	Recovery Path: Declined
Low Income	487.3	486.7	-0.6	489.5	168	0	Recovery Path: Declined
Students with Disabilities	484.3	473.3	-11.0	487.7	57	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	498.7	493.1	-5.6	502.7	44	0	Path Forward: Declined
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	488.9	487.5	-1.4	491.9	122	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.7	495.8	-0.9	498.4	93	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	490.1	484.8	-5.3	493.7	100	0	Path Forward: Declined
Lowest Performing	-	-	-	-	26	-	-
High Needs	485.4	479.0	-6.4	489.2	72	0	Path Forward: Declined
English Learners and Former English Learners	481.2	472.6	-8.6	485.3	31	0	Path Forward: Declined
Low Income	482.9	478.5	-4.4	486.9	57	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	18	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	488.5	477.9	-10.6	492.1	41	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.1	491.1	1.0	493.8	32	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.5	217	2	Typical Growth - Low
Lowest Performing	49.2	47	2	Typical Growth - Low
High Needs	43.3	149	2	Typical Growth - Low
English Learners and Former English Learners	44.9	64	2	Typical Growth - Low
Low Income	43.0	119	2	Typical Growth - Low
Students with Disabilities	39.8	35	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	47.8	30	2	Typical Growth - Low
Black or African American	-	6	-	-
Hispanic or Latino	45.6	96	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.2	74	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.0	222	2	Typical Growth - Low
Lowest Performing	41.7	47	2	Typical Growth - Low
High Needs	44.8	154	2	Typical Growth - Low
English Learners and Former English Learners	50.3	67	3	Typical Growth - High
Low Income	44.7	123	2	Typical Growth - Low
Students with Disabilities	28.3	35	0	Very Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	51.4	30	3	Typical Growth - High
Black or African American	-	7	-	-
Hispanic or Latino	44.5	100	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.3	74	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	47.1	60.3	13.2	52.5	73	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	47.1	60.3	13.2	52.5	73	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	10.3	13.8	3.5	8.8	406	0	Declined
Lowest Performing	14.0	10.4	-3.6	9.4	48	2	Improved Below Target
High Needs	13.9	18.6	4.7	11.5	290	0	Declined
English Learners and Former English Learners	8.8	18.5	9.7	5.3	130	0	Declined
Low Income	15.5	19.4	3.9	12.3	237	0	Declined
Students with Disabilities	15.6	22.6	7.0	12.0	93	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	4.5	12.7	8.2	1.2	71	0	Declined
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	17.6	19.8	2.2	13.4	167	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.6	8.9	2.3	4.8	124	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	305	295	97	Yes	1	305	298	98	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	217	211	217	214	77	77	511	502	98	Yes	1
English Learners and Former English Learners	90	89	90	90	33	33	213	212	100	Yes	1
Low Income	179	174	179	177	60	60	418	411	98	Yes	1
Students with Disabilities	62	59	62	60	22	22	146	141	97	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	45	45	45	45	18	18	108	108	100	Yes	1
Black or African American	14	14	14	14	6	6	34	-	-	-	-
Hispanic or Latino	133	126	133	128	45	45	311	299	96	Yes	1
Multi-Race, Not Hispanic or Latino	17	17	17	17	4	4	38	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	96	93	96	94	32	32	224	219	98	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