Massachusetts School and District Profiles

Charlotte M Murkland Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Charlotte M Murkland Elementary

Organization Information

DISTRICT NAME
Lowell (01600000)

TITLE I STATUS
Title I School

SCHOOL
Charlotte M Murkland Elementary (01600080)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
61% - Substantial progress toward targets	32

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	66%	57%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	61%
	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	1	4	-	-	-	-
	Mathematics achievement	3	4	-	-	-	-
	Science achievement	-	-	-	-	-	-
	Achievement total	4	8	60.0	-	-	-
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	3	4	-	-	-	-
	Growth total	5	8	20.0	-	-	-
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	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-
Weighted total		4.1	7.2	-	-	-	-
Percentage of possible points		57%		-	-		-
2026 Annual criterion-referenced target percentage		57%

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	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	2	8	60.0	8	8	90.0
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	3	4	-	-	-	-
	Growth total	5	8	20.0	-	-	-
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	1	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		2.3	7.2	-	7.6	7.6	-
Percentage of possible points		32%		-	100%		-
2025 Annual criterion-referenced target percentage		66%

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	33%	65%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	52%
	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	1	4	-
	Mathematics achievement	4	4	-
	Science achievement	-	-	-
	Achievement total	5	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		4.9	7.6	-
Percentage of possible points		65%		-
2026 Annual criterion-referenced target percentage		65%

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	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	-	-	-
	Achievement total	2	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.5	7.6	-
Percentage of possible points		33%		-
2025 Annual criterion-referenced target percentage		33%

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	485.8	485.5	-0.3	488.6	154	1	Recovery Path: No Change
Lowest Performing	-	-	-	-	18	-	-
High Needs	483.8	483.8	0.0	486.5	142	1	Recovery Path: No Change
English Learners and Former English Learners	479.0	478.1	-0.9	481.6	79	0	Recovery Path: Declined
Low Income	484.1	484.1	0.0	487.0	134	1	Recovery Path: No Change
Students with Disabilities	472.9	475.6	2.7	475.1	33	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	491.9	490.2	-1.7	495.0	35	0	Path Forward: Declined
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	481.0	481.0	0.0	484.9	80	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	492.0	494.9	2.9	494.6	153	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	18	-	-
High Needs	490.2	493.3	3.1	491.9	141	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	488.9	489.0	0.1	491.5	78	2	Recovery Path: Improved Below Target
Low Income	489.8	493.2	3.4	491.7	134	4	Recovery Path: Exceeded Target
Students with Disabilities	475.3	484.0	8.7	478.7	32	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	503.0	505.2	2.2	507.0	35	2	Path Forward: Improved Below Target
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	485.3	489.2	3.9	487.8	79	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

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	48.3	69	2	Typical Growth - Low
Lowest Performing	-	18	-	-
High Needs	48.5	64	2	Typical Growth - Low
English Learners and Former English Learners	52.9	39	3	Typical Growth - High
Low Income	49.4	60	2	Typical Growth - Low
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	-	-	-
Asian	51.8	20	3	Typical Growth - High
Black or African American	-	8	-	-
Hispanic or Latino	48.2	33	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	5	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.5	70	3	Typical Growth - High
Lowest Performing	-	18	-	-
High Needs	54.3	65	3	Typical Growth - High
English Learners and Former English Learners	53.0	40	3	Typical Growth - High
Low Income	54.4	62	3	Typical Growth - High
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	-	-	-
Asian	44.7	21	2	Typical Growth - Low
Black or African American	-	8	-	-
Hispanic or Latino	58.2	33	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	5	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	46.1	47.2	1.1	50.1	127	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	46.1	47.2	1.1	50.1	127	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	18.1	13.0	-5.1	16.6	353	4	Exceeded Target
Lowest Performing	-	-	-	-	18	-	-
High Needs	19.3	13.8	-5.5	16.9	325	4	Exceeded Target
English Learners and Former English Learners	15.8	11.6	-4.2	12.3	173	4	Exceeded Target
Low Income	19.6	14.5	-5.1	16.4	304	4	Exceeded Target
Students with Disabilities	21.9	22.0	0.1	18.3	59	1	No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	12.3	4.7	-7.6	9.0	64	4	Exceeded Target
Black or African American	-	-	-	-	49	-	-
Hispanic or Latino	20.1	15.7	-4.4	15.9	191	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	36	-	-

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	164	164	100	Yes	1	164	164	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	152	152	152	152	0	0	304	304	100	Yes	1
English Learners and Former English Learners	86	86	85	85	0	0	171	171	100	Yes	1
Low Income	144	144	145	145	0	0	289	289	100	Yes	1
Students with Disabilities	35	35	34	34	0	0	69	69	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	36	36	36	36	0	0	72	72	100	Yes	1
Black or African American	20	20	21	21	0	0	41	41	100	Yes	1
Hispanic or Latino	85	85	84	84	0	0	169	169	100	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	0	0	16	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	14	14	14	14	0	0	28	-	-	-	-

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