Massachusetts School and District Profiles

Turkey Hill Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Turkey Hill Elementary School

Organization Information

DISTRICT NAME
Lunenburg (01620000)

TITLE I STATUS
Title I School

SCHOOL
Turkey Hill Elementary School (01620025)

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
47% - Moderate progress toward targets	52

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	60%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	47%
	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	-	0	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	5	8	22.5	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		2.5	10.3	-	4.1	7.6	-
Percentage of possible points		24%		-	54%		-
2026 Annual criterion-referenced target percentage		39%

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	2	4	-	2	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	5	12	67.5	6	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	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	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	1	4	10.0
Weighted total		4.8	10.3	-	5.5	7.6	-
Percentage of possible points		47%		-	72%		-
2025 Annual criterion-referenced target percentage		60%

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	26%	37%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	33%
	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	4	4	-
	Achievement total	4	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		3.8	10.3	-
Percentage of possible points		37%		-
2026 Annual criterion-referenced target percentage		37%

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	0	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		2.7	10.3	-
Percentage of possible points		26%		-
2025 Annual criterion-referenced target percentage		26%

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	495.1	492.1	-3.0	497.4	347	0	Path Forward: Declined
Lowest Performing	473.3	472.1	-1.2	478.4	54	0	Path Forward: Declined
High Needs	486.8	482.8	-4.0	489.7	137	0	Path Forward: Declined
English Learners and Former English Learners	481.5	477.6	-3.9	484.0	24	0	Path Forward: Declined
Low Income	488.8	484.0	-4.8	491.2	99	0	Path Forward: Declined
Students with Disabilities	478.1	472.5	-5.6	480.2	57	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	491.6	488.0	-3.6	494.1	46	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	495.6	492.7	-2.9	498.0	267	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	497.4	497.5	0.1	499.9	348	2	Path Forward: Improved Below Target
Lowest Performing	470.0	478.5	8.5	475.1	54	4	Path Forward: Exceeded Target
High Needs	487.1	485.4	-1.7	489.8	137	0	Path Forward: Declined
English Learners and Former English Learners	484.3	480.1	-4.2	487.8	24	0	Path Forward: Declined
Low Income	487.5	485.3	-2.2	490.3	99	0	Path Forward: Declined
Students with Disabilities	477.5	475.4	-2.1	480.2	57	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	488.3	489.4	1.1	490.9	46	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	498.8	499.4	0.6	501.6	268	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	497.7	495.2	-2.5	501.3	107	0	Path Forward: Declined
Lowest Performing	-	-	-	-	21	-	-
High Needs	482.1	492.0	9.9	485.9	44	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	483.5	489.2	5.7	487.5	27	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	21	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.2	495.1	-2.1	500.9	86	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.1	232	2	Typical Growth - Low
Lowest Performing	41.9	54	2	Typical Growth - Low
High Needs	44.4	91	2	Typical Growth - Low
English Learners and Former English Learners	-	13	-	-
Low Income	42.3	67	2	Typical Growth - Low
Students with Disabilities	47.8	37	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	-	2	-	-
Black or African American	-	10	-	-
Hispanic or Latino	47.3	28	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	42.2	183	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.8	230	3	Typical Growth - High
Lowest Performing	61.4	54	4	Exceeded Typical Growth
High Needs	52.3	90	3	Typical Growth - High
English Learners and Former English Learners	-	12	-	-
Low Income	48.8	66	2	Typical Growth - Low
Students with Disabilities	56.2	37	3	Typical Growth - High
American Indian or Alaska Native	-	0	-	-
Asian	-	2	-	-
Black or African American	-	9	-	-
Hispanic or Latino	57.3	28	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	56.7	183	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	8.5	12.5	4.0	7.0	359	0	Declined
Lowest Performing	8.9	14.8	5.9	4.3	54	0	Declined
High Needs	14.8	18.8	4.0	12.4	144	0	Declined
English Learners and Former English Learners	22.7	17.9	-4.8	19.2	28	4	Exceeded Target
Low Income	17.5	20.6	3.1	14.3	107	0	Declined
Students with Disabilities	7.1	20.0	12.9	3.5	55	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	17.5	24.5	7.0	13.3	49	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	7.4	11.4	4.0	5.6	273	0	Declined

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	355	354	100	Yes	1	356	356	100	Yes	1	108	108	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	144	144	143	143	45	45	332	332	100	Yes	1
English Learners and Former English Learners	27	27	27	27	9	9	63	63	100	Yes	1
Low Income	105	105	105	105	28	28	238	238	100	Yes	1
Students with Disabilities	58	58	57	57	21	21	136	136	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	4	4	4	4	0	0	8	-	-	-	-
Black or African American	17	17	17	17	6	6	40	-	-	-	-
Hispanic or Latino	47	47	47	47	13	13	107	107	100	Yes	1
Multi-Race, Not Hispanic or Latino	13	13	13	13	3	3	29	-	-	-	-
Native Hawaiian or Other Pacific Islander	2	2	2	2	0	0	4	-	-	-	-
White	271	270	272	272	86	86	629	628	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