Massachusetts School and District Profiles

Francis J Kane

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Francis J Kane

Organization Information

DISTRICT NAME
Marlborough (01700000)

TITLE I STATUS
Title I School

SCHOOL
Francis J Kane (01700008)

GRADES SERVED
K,01,02,03,04,05

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
63% - Substantial progress toward targets	33

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	31%	85%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	63%
	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	4	4	-	4	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		7.2	9.6	-	7.2	7.6	-
Percentage of possible points		75%		-	95%		-
2026 Annual criterion-referenced target percentage		85%

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	0	4	-	-	-	-
	Achievement total	0	12	60.0	4	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	4	8	20.0	3	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	3	4	10.0
Weighted total		1.2	9.6	-	3.7	7.6	-
Percentage of possible points		13%		-	49%		-
2025 Annual criterion-referenced target percentage		31%

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	11%	41%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	29%
	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	4	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	4	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		4.2	10.3	-
Percentage of possible points		41%		-
2026 Annual criterion-referenced target percentage		41%

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	1	4	-
	Mathematics growth	3	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	10.3	-
Percentage of possible points		11%		-
2025 Annual criterion-referenced target percentage		11%

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	485.4	489.0	3.6	486.8	228	4	Recovery Path: Exceeded Target
Lowest Performing	457.3	466.0	8.7	462.4	34	4	Path Forward: Exceeded Target
High Needs	478.2	480.7	2.5	479.9	155	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	474.0	477.4	3.4	476.4	77	4	Recovery Path: Exceeded Target
Low Income	477.4	479.5	2.1	479.8	125	3	Path Forward: Met Target
Students with Disabilities	474.8	474.3	-0.5	478.1	54	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	476.1	480.7	4.6	480.3	91	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.2	495.2	1.0	496.6	111	2	Path Forward: 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	488.3	487.9	-0.4	490.8	227	1	Path Forward: No Change
Lowest Performing	455.1	465.8	10.7	459.0	34	4	Recovery Path: Exceeded Target
High Needs	481.7	480.1	-1.6	484.4	155	0	Path Forward: Declined
English Learners and Former English Learners	478.6	476.2	-2.4	482.1	77	0	Path Forward: Declined
Low Income	480.7	479.0	-1.7	483.5	125	0	Path Forward: Declined
Students with Disabilities	476.5	473.9	-2.6	479.9	54	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	480.4	477.1	-3.3	483.4	90	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.2	496.7	0.5	499.0	111	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	483.6	488.0	4.4	487.2	71	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	10	-	-
High Needs	479.2	475.9	-3.3	483.0	38	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	477.2	474.7	-2.5	481.2	36	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	474.9	471.5	-3.4	478.5	20	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.1	493.8	-5.3	502.8	42	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.5	142	3	Typical Growth - High
Lowest Performing	51.2	34	3	Typical Growth - High
High Needs	50.1	92	3	Typical Growth - High
English Learners and Former English Learners	55.5	37	3	Typical Growth - High
Low Income	49.1	76	2	Typical Growth - Low
Students with Disabilities	41.2	33	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	9	-	-
Hispanic or Latino	50.7	55	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.4	72	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.3	143	3	Typical Growth - High
Lowest Performing	56.8	34	3	Typical Growth - High
High Needs	55.8	93	3	Typical Growth - High
English Learners and Former English Learners	61.4	38	4	Exceeded Typical Growth
Low Income	55.0	77	3	Typical Growth - High
Students with Disabilities	47.3	33	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	9	-	-
Hispanic or Latino	54.9	56	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.8	72	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	52.9	61.5	8.6	58.3	104	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	52.9	61.5	8.6	58.3	104	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	15.0	14.3	-0.7	13.5	412	2	Improved Below Target
Lowest Performing	19.4	8.8	-10.6	14.8	34	4	Exceeded Target
High Needs	16.9	17.4	0.5	14.5	298	1	No Change
English Learners and Former English Learners	17.9	17.8	-0.1	14.4	157	2	Improved Below Target
Low Income	18.9	18.4	-0.5	15.7	250	2	Improved Below Target
Students with Disabilities	14.4	16.1	1.7	10.8	93	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	23	-	-
Hispanic or Latino	21.3	18.6	-2.7	17.1	199	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.3	7.9	-1.4	7.5	164	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	247	247	100	Yes	1	246	246	100	Yes	1	76	76	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	170	170	170	170	43	43	383	383	100	Yes	1
English Learners and Former English Learners	91	91	91	91	15	15	197	197	100	Yes	1
Low Income	137	137	137	137	39	39	313	313	100	Yes	1
Students with Disabilities	55	55	55	55	13	13	123	123	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	3	3	3	3	2	2	8	-	-	-	-
Black or African American	15	15	15	15	6	6	36	-	-	-	-
Hispanic or Latino	102	102	101	101	24	24	227	227	100	Yes	1
Multi-Race, Not Hispanic or Latino	10	10	10	10	2	2	22	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	113	113	113	113	42	42	268	268	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