Massachusetts School and District Profiles

Goodnow Brothers Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Goodnow Brothers Elementary School

Organization Information

DISTRICT NAME
Marlborough (01700000)

TITLE I STATUS
Title I School

SCHOOL
Goodnow Brothers Elementary School (01700020)

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

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
46% - Moderate progress toward targets	28

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	58%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	46%
	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	2	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	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	0	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	3	4	10.0
Weighted total		2.5	9.6	-	3.9	7.6	-
Percentage of possible points		26%		-	51%		-
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	-	2	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	5	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	5	8	20.0	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		4.5	9.6	-	5.2	7.6	-
Percentage of possible points		47%		-	68%		-
2025 Annual criterion-referenced target percentage		58%

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	58%	31%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	42%
	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	2	4	-
	Mathematics achievement	1	4	-
	Science achievement	0	4	-
	Achievement total	3	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	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		3.2	10.3	-
Percentage of possible points		31%		-
2026 Annual criterion-referenced target percentage		31%

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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	2	4	-
	Achievement total	7	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		6.0	10.3	-
Percentage of possible points		58%		-
2025 Annual criterion-referenced target percentage		58%

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	487.4	489.3	1.9	490.8	381	2	Path Forward: Improved Below Target
Lowest Performing	459.6	463.8	4.2	464.7	56	2	Path Forward: Improved Below Target
High Needs	481.1	484.0	2.9	484.6	296	2	Path Forward: Improved Below Target
English Learners and Former English Learners	476.6	480.4	3.8	480.3	190	3	Path Forward: Met Target
Low Income	481.5	483.0	1.5	484.5	248	2	Path Forward: Improved Below Target
Students with Disabilities	473.1	476.3	3.2	477.2	66	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	479.7	481.5	1.8	483.0	221	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.8	501.0	4.2	500.3	131	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	489.3	488.0	-1.3	492.5	381	0	Path Forward: Declined
Lowest Performing	463.1	464.5	1.4	468.2	56	2	Path Forward: Improved Below Target
High Needs	483.3	483.3	0.0	486.6	297	1	Path Forward: No Change
English Learners and Former English Learners	481.8	481.5	-0.3	485.3	191	1	Path Forward: No Change
Low Income	482.9	482.4	-0.5	485.7	249	1	Path Forward: No Change
Students with Disabilities	473.0	471.3	-1.7	476.7	66	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	482.3	481.6	-0.7	485.4	222	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.0	497.4	-0.6	501.7	130	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	488.2	481.8	-6.4	492.5	129	0	Path Forward: Declined
Lowest Performing	-	-	-	-	23	-	-
High Needs	477.9	476.7	-1.2	482.2	94	0	Path Forward: Declined
English Learners and Former English Learners	469.4	474.1	4.7	473.6	55	3	Path Forward: Met Target
Low Income	479.3	478.1	-1.2	483.4	78	0	Path Forward: Declined
Students with Disabilities	466.4	463.6	-2.8	470.4	20	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	474.8	473.6	-1.2	478.7	73	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.2	494.5	-10.7	510.1	45	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.1	251	3	Typical Growth - High
Lowest Performing	45.9	56	2	Typical Growth - Low
High Needs	52.4	186	3	Typical Growth - High
English Learners and Former English Learners	51.6	113	3	Typical Growth - High
Low Income	52.4	157	3	Typical Growth - High
Students with Disabilities	43.3	39	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	11	-	-
Hispanic or Latino	51.6	140	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.6	93	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.0	254	2	Typical Growth - Low
Lowest Performing	40.1	56	2	Typical Growth - Low
High Needs	46.6	189	2	Typical Growth - Low
English Learners and Former English Learners	46.1	116	2	Typical Growth - Low
Low Income	46.8	159	2	Typical Growth - Low
Students with Disabilities	34.6	39	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	11	-	-
Hispanic or Latino	46.3	143	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.0	93	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	50.2	55.9	5.7	55.6	211	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	50.2	55.9	5.7	55.6	211	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	12.3	13.2	0.9	10.1	681	0	Declined
Lowest Performing	17.5	12.5	-5.0	12.6	56	3	Met Target
High Needs	15.1	16.2	1.1	12.6	536	0	Declined
English Learners and Former English Learners	15.5	16.0	0.5	12.2	337	1	No Change
Low Income	15.8	18.3	2.5	13.1	459	0	Declined
Students with Disabilities	8.8	13.8	5.0	4.5	116	0	Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	36	-	-
Hispanic or Latino	16.0	17.0	1.0	12.2	405	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	4.9	6.2	1.3	2.0	211	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	403	402	100	Yes	1	403	402	100	Yes	1	135	135	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	315	314	315	315	100	100	730	729	100	Yes	1
English Learners and Former English Learners	202	201	202	202	58	58	462	461	100	Yes	1
Low Income	266	265	266	266	84	84	616	615	100	Yes	1
Students with Disabilities	70	70	70	70	22	22	162	162	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	5	5	5	5	1	1	11	-	-	-	-
Black or African American	18	18	18	18	9	9	45	-	-	-	-
Hispanic or Latino	239	238	239	239	78	78	556	555	100	Yes	1
Multi-Race, Not Hispanic or Latino	7	7	7	7	2	2	16	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	132	132	132	131	45	45	309	308	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