Massachusetts School and District Profiles

Missituk Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Missituk Elementary School

Organization Information

DISTRICT NAME
Medford (01760000)

TITLE I STATUS
Title I School

SCHOOL
Missituk Elementary School (01760140)

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

REGION
Coastal

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	48

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	59%	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	4	4	-	0	4	-
	Mathematics achievement	2	4	-	0	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	9	12	60.0	0	8	67.5
Growth	English language arts growth	2	4	-	0	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	20.0	1	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		6.8	9.6	-	0.6	7.6	-
Percentage of possible points		71%		-	8%		-
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	3	4	-	4	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	3	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	0	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		4.4	9.6	-	5.4	7.6	-
Percentage of possible points		46%		-	71%		-
2025 Annual criterion-referenced target percentage		59%

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	42%	68%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	58%
	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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	4	4	-
	Achievement total	9	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		7.0	10.3	-
Percentage of possible points		68%		-
2026 Annual criterion-referenced target percentage		68%

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	1	4	-
	Science achievement	2	4	-
	Achievement total	5	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		4.3	10.3	-
Percentage of possible points		42%		-
2025 Annual criterion-referenced target percentage		42%

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	495.4	499.2	3.8	498.0	162	4	Recovery Path: Exceeded Target
Lowest Performing	477.3	470.8	-6.5	482.4	24	0	Path Forward: Declined
High Needs	483.3	485.4	2.1	485.8	80	3	Recovery Path: Met Target
English Learners and Former English Learners	475.4	478.1	2.7	479.4	35	2	Recovery Path: Improved Below Target
Low Income	480.1	483.1	3.0	482.5	55	4	Recovery Path: Exceeded Target
Students with Disabilities	482.1	482.8	0.7	486.2	39	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	486.1	483.3	-2.8	489.8	28	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.9	503.8	6.9	499.1	103	4	Recovery Path: 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	493.6	495.8	2.2	496.8	162	2	Path Forward: Improved Below Target
Lowest Performing	469.2	467.6	-1.6	474.3	24	0	Path Forward: Declined
High Needs	482.7	483.5	0.8	486.0	80	2	Path Forward: Improved Below Target
English Learners and Former English Learners	479.1	481.3	2.2	482.6	35	2	Path Forward: Improved Below Target
Low Income	480.3	481.0	0.7	482.7	55	2	Recovery Path: Improved Below Target
Students with Disabilities	477.8	478.9	1.1	481.5	39	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	488.1	484.6	-3.5	491.6	28	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.2	498.6	4.4	497.9	103	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	494.2	498.5	4.3	498.5	48	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	11	-	-
High Needs	480.4	486.9	6.5	484.7	21	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.4	504.1	6.7	500.2	32	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.1	107	2	Typical Growth - Low
Lowest Performing	28.5	24	0	Very Low Growth
High Needs	42.4	50	2	Typical Growth - Low
English Learners and Former English Learners	37.2	20	1	Low Growth
Low Income	41.8	37	2	Typical Growth - Low
Students with Disabilities	39.0	27	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.3	70	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.6	107	2	Typical Growth - Low
Lowest Performing	33.8	24	1	Low Growth
High Needs	40.1	50	2	Typical Growth - Low
English Learners and Former English Learners	40.2	20	2	Typical Growth - Low
Low Income	38.2	37	1	Low Growth
Students with Disabilities	41.6	27	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.9	70	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	42.2	71.4	29.2	46.2	49	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	42.2	71.4	29.2	46.2	49	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	13.5	13.4	-0.1	11.3	299	2	Improved Below Target
Lowest Performing	23.1	12.5	-10.6	18.2	24	4	Exceeded Target
High Needs	19.3	21.8	2.5	16.8	156	0	Declined
English Learners and Former English Learners	17.4	24.7	7.3	14.1	77	0	Declined
Low Income	20.9	26.5	5.6	18.2	117	0	Declined
Students with Disabilities	21.3	16.4	-4.9	17.0	67	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	31	-	-
Hispanic or Latino	26.1	29.3	3.2	22.3	58	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	26	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.9	9.9	-1.0	8.0	171	2	Improved Below 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	169	169	100	Yes	1	169	169	100	Yes	1	50	50	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	87	87	87	87	23	23	197	197	100	Yes	1
English Learners and Former English Learners	39	39	39	39	10	10	88	88	100	Yes	1
Low Income	61	61	61	61	19	19	141	141	100	Yes	1
Students with Disabilities	42	42	42	42	13	13	97	97	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	6	6	6	6	3	3	15	-	-	-	-
Black or African American	16	16	16	16	5	5	37	-	-	-	-
Hispanic or Latino	30	30	30	30	8	8	68	68	100	Yes	1
Multi-Race, Not Hispanic or Latino	12	12	12	12	2	2	26	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	105	105	105	105	32	32	242	242	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