Massachusetts School and District Profiles

1 LT Charles W. Whitcomb School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - 1 LT Charles W. Whitcomb School

Organization Information

DISTRICT NAME
Marlborough (01700000)

TITLE I STATUS
Title I School

SCHOOL
1 LT Charles W. Whitcomb School (01700045)

GRADES SERVED
06,07,08

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
66% - Substantial progress toward targets	18

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	66%	66%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	66%
	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	2	4	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	1	4	10.0
Weighted total		4.0	9.6	-	6.9	7.6	-
Percentage of possible points		42%		-	91%		-
2026 Annual criterion-referenced target percentage		66%

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	-	3	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0
Weighted total		5.3	9.6	-	5.9	7.6	-
Percentage of possible points		55%		-	78%		-
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	52%	44%
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		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	2	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.5	10.3	-
Percentage of possible points		44%		-
2026 Annual criterion-referenced target percentage		44%

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	2	4	-
	Science achievement	2	4	-
	Achievement total	6	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		5.4	10.3	-
Percentage of possible points		52%		-
2025 Annual criterion-referenced target percentage		52%

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	479.9	480.7	0.8	482.4	865	2	Recovery Path: Improved Below Target
Lowest Performing	446.5	456.7	10.2	451.6	124	4	Path Forward: Exceeded Target
High Needs	473.5	475.1	1.6	476.0	698	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	465.4	468.9	3.5	468.6	427	3	Recovery Path: Met Target
Low Income	473.8	475.5	1.7	476.4	604	2	Recovery Path: Improved Below Target
Students with Disabilities	463.3	463.0	-0.3	466.4	170	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	6	-	-
Black or African American	481.3	483.3	2.0	484.6	61	2	Path Forward: Improved Below Target
Hispanic or Latino	473.7	475.2	1.5	476.6	560	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.2	493.4	-0.8	497.0	217	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	482.7	484.0	1.3	484.6	866	2	Recovery Path: Improved Below Target
Lowest Performing	458.2	464.7	6.5	463.3	124	4	Path Forward: Exceeded Target
High Needs	478.1	479.6	1.5	481.4	699	2	Path Forward: Improved Below Target
English Learners and Former English Learners	474.0	476.3	2.3	476.7	428	3	Recovery Path: Met Target
Low Income	478.7	479.7	1.0	480.7	605	2	Recovery Path: Improved Below Target
Students with Disabilities	469.4	469.7	0.3	473.1	172	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	6	-	-
Black or African American	481.9	483.0	1.1	485.4	60	2	Path Forward: Improved Below Target
Hispanic or Latino	478.1	480.4	2.3	480.8	560	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.8	492.9	-0.9	495.6	217	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	479.9	478.2	-1.7	484.2	265	0	Path Forward: Declined
Lowest Performing	-	-	-	-	60	-	-
High Needs	475.9	474.6	-1.3	480.2	209	0	Path Forward: Declined
English Learners and Former English Learners	468.5	470.6	2.1	471.1	114	3	Recovery Path: Met Target
Low Income	476.2	474.5	-1.7	480.3	179	0	Path Forward: Declined
Students with Disabilities	472.6	467.8	-4.8	476.6	46	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	25	-	-
Hispanic or Latino	475.6	475.8	0.2	479.5	176	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.9	485.8	-6.1	496.8	57	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.6	813	3	Typical Growth - High
Lowest Performing	55.4	124	3	Typical Growth - High
High Needs	55.8	648	3	Typical Growth - High
English Learners and Former English Learners	56.5	387	3	Typical Growth - High
Low Income	56.4	567	3	Typical Growth - High
Students with Disabilities	49.4	161	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	-	6	-	-
Black or African American	61.1	52	4	Exceeded Typical Growth
Hispanic or Latino	56.5	523	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.9	213	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.7	836	3	Typical Growth - High
Lowest Performing	50.6	124	3	Typical Growth - High
High Needs	54.8	670	3	Typical Growth - High
English Learners and Former English Learners	53.2	407	3	Typical Growth - High
Low Income	54.5	582	3	Typical Growth - High
Students with Disabilities	51.2	164	3	Typical Growth - High
American Indian or Alaska Native	-	2	-	-
Asian	-	6	-	-
Black or African American	53.9	55	3	Typical Growth - High
Hispanic or Latino	55.6	539	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.3	213	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	39.1	33.5	-5.6	44.3	206	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	39.1	33.5	-5.6	44.3	206	0	Declined
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	23.4	18.0	-5.4	21.2	985	4	Exceeded Target
Lowest Performing	29.1	29.4	0.3	24.2	126	1	No Change
High Needs	27.5	20.3	-7.2	25.0	808	4	Exceeded Target
English Learners and Former English Learners	27.2	18.4	-8.8	23.9	494	4	Exceeded Target
Low Income	29.1	21.0	-8.1	26.4	704	4	Exceeded Target
Students with Disabilities	32.0	27.6	-4.4	27.7	199	3	Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	6	-	-
Black or African American	23.4	12.0	-11.4	19.8	75	4	Exceeded Target
Hispanic or Latino	26.5	19.1	-7.4	22.7	645	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	14.5	15.4	0.9	11.6	234	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	914	909	99	Yes	1	912	910	100	Yes	1	282	281	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	744	739	742	740	225	224	1,711	1,703	100	Yes	1
English Learners and Former English Learners	459	456	457	457	124	124	1,040	1,037	100	Yes	1
Low Income	644	640	642	640	193	192	1,479	1,472	100	Yes	1
Students with Disabilities	184	183	186	185	50	49	420	417	99	Yes	1
American Indian or Alaska Native	2	2	2	2	1	1	5	-	-	-	-
Asian	6	6	6	6	1	1	13	-	-	-	-
Black or African American	70	69	69	69	30	30	169	168	99	Yes	1
Hispanic or Latino	593	590	591	589	186	186	1,370	1,365	100	Yes	1
Multi-Race, Not Hispanic or Latino	20	19	21	21	5	5	46	45	98	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	223	223	223	223	59	58	505	504	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