Massachusetts School and District Profiles

Pawtucketville Memorial

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Pawtucketville Memorial

Organization Information

DISTRICT NAME
Lowell (01600000)

TITLE I STATUS
Title I School

SCHOOL
Pawtucketville Memorial (01600036)

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

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
48% - Moderate progress toward targets	31

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	35%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	48%
	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	1	4	-	2	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	2	8	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	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	3	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		2.9	7.2	-	5.4	7.6	-
Percentage of possible points		40%		-	71%		-
2026 Annual criterion-referenced target percentage		56%

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	0	4	-	4	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	0	8	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	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		1.3	7.2	-	4.0	7.6	-
Percentage of possible points		18%		-	53%		-
2025 Annual criterion-referenced target percentage		35%

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	15%	20%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	18%
	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	0	4	-
	Science achievement	-	-	-
	Achievement total	0	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.5	7.6	-
Percentage of possible points		20%		-
2026 Annual criterion-referenced target percentage		20%

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	-	-	-
	Achievement total	0	8	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		1.1	7.6	-
Percentage of possible points		15%		-
2025 Annual criterion-referenced target percentage		15%

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	486.6	486.2	-0.4	490.0	172	1	Recovery Path: No Change
Lowest Performing	458.3	462.6	4.3	463.4	20	2	Path Forward: Improved Below Target
High Needs	482.0	480.9	-1.1	485.0	129	0	Recovery Path: Declined
English Learners and Former English Learners	481.8	479.9	-1.9	485.2	48	0	Recovery Path: Declined
Low Income	481.7	481.4	-0.3	484.9	104	1	Recovery Path: No Change
Students with Disabilities	466.6	468.5	1.9	469.8	43	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	489.6	489.0	-0.6	494.7	41	0	Recovery Path: Declined
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	481.4	482.9	1.5	486.3	57	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.6	488.3	-0.3	492.3	55	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	488.2	487.8	-0.4	490.8	172	1	Recovery Path: No Change
Lowest Performing	456.5	463.9	7.4	460.7	20	4	Recovery Path: Exceeded Target
High Needs	483.6	481.9	-1.7	485.2	129	0	Recovery Path: Declined
English Learners and Former English Learners	487.4	487.8	0.4	489.9	48	2	Recovery Path: Improved Below Target
Low Income	482.4	482.2	-0.2	485.0	104	1	Recovery Path: No Change
Students with Disabilities	465.3	465.4	0.1	467.5	43	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	493.1	497.3	4.2	495.6	41	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	482.5	480.5	-2.0	486.8	57	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.1	488.6	-2.5	493.2	55	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 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	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.2	82	2	Typical Growth - Low
Lowest Performing	45.1	20	2	Typical Growth - Low
High Needs	43.4	59	2	Typical Growth - Low
English Learners and Former English Learners	40.1	24	2	Typical Growth - Low
Low Income	42.5	48	2	Typical Growth - Low
Students with Disabilities	46.1	22	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	16	-	-
Black or African American	-	3	-	-
Hispanic or Latino	39.2	27	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.7	30	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.7	86	3	Typical Growth - High
Lowest Performing	49.6	20	2	Typical Growth - Low
High Needs	51.6	63	3	Typical Growth - High
English Learners and Former English Learners	57.3	28	3	Typical Growth - High
Low Income	51.9	51	3	Typical Growth - High
Students with Disabilities	47.5	22	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	19	-	-
Black or African American	-	3	-	-
Hispanic or Latino	54.2	28	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.0	30	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	59.2	63.3	4.1	61.4	79	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	59.2	63.3	4.1	61.4	79	3	Met 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	15.6	9.5	-6.1	14.3	367	4	Exceeded Target
Lowest Performing	30.0	15.0	-15.0	26.5	20	4	Exceeded Target
High Needs	18.5	12.5	-6.0	15.9	265	4	Exceeded Target
English Learners and Former English Learners	15.6	5.4	-10.2	12.6	93	4	Exceeded Target
Low Income	21.1	13.3	-7.8	17.4	225	4	Exceeded Target
Students with Disabilities	21.6	24.7	3.1	18.3	81	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	11.1	5.7	-5.4	8.2	87	4	Exceeded Target
Black or African American	-	-	-	-	35	-	-
Hispanic or Latino	23.9	17.7	-6.2	20.2	130	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	12.9	7.2	-5.7	11.5	97	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	176	176	100	Yes	1	176	176	100	Yes	1	0	-	-	-	-

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	133	133	133	133	0	0	266	266	100	Yes	1
English Learners and Former English Learners	49	49	49	49	0	0	98	98	100	Yes	1
Low Income	107	107	107	107	0	0	214	214	100	Yes	1
Students with Disabilities	44	44	44	44	0	0	88	88	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	42	42	42	42	0	0	84	84	100	Yes	1
Black or African American	11	11	11	11	0	0	22	-	-	-	-
Hispanic or Latino	59	59	59	59	0	0	118	118	100	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	0	0	16	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	56	56	56	56	0	0	112	112	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