Massachusetts School and District Profiles

Burke/Memorial Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Burke/Memorial Elementary School

Organization Information

DISTRICT NAME
Medway (01770000)

TITLE I STATUS
Title I School

SCHOOL
Burke/Memorial Elementary School (01770015)

GRADES SERVED
02,03,04

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
52% - Substantial progress toward targets	73

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	46%	55%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	52%
	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	0	4	-	4	4	-
	Mathematics achievement	3	4	-	1	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	3	8	60.0	5	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		3.3	7.2	-	4.9	7.6	-
Percentage of possible points		46%		-	65%		-
2026 Annual criterion-referenced target percentage		55%

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	3	4	-	0	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	5	8	60.0	2	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	1	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	1	4	10.0
Weighted total		4.4	7.2	-	2.4	7.6	-
Percentage of possible points		61%		-	32%		-
2025 Annual criterion-referenced target percentage		46%

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	9%	20%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	16%
	Limited or no 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	-	-	-
	Achievement total	0	8	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.5	7.6	-
Percentage of possible points		20%		-
2026 Annual criterion-referenced target percentage		20%

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	-	-	-
	Achievement total	0	8	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		0.7	7.6	-
Percentage of possible points		9%		-
2025 Annual criterion-referenced target percentage		9%

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	503.3	500.5	-2.8	505.3	340	0	Path Forward: Declined
Lowest Performing	475.7	481.6	5.9	480.8	38	4	Path Forward: Exceeded Target
High Needs	490.2	487.6	-2.6	493.0	109	0	Path Forward: Declined
English Learners and Former English Learners	491.7	489.1	-2.6	494.1	34	0	Path Forward: Declined
Low Income	488.4	487.3	-1.1	490.7	47	0	Path Forward: Declined
Students with Disabilities	481.7	482.3	0.6	484.6	64	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	18	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	491.6	491.6	0.0	493.5	31	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.0	501.4	-2.6	506.0	264	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	507.2	505.9	-1.3	509.3	340	3	Path Forward: Met Target
Lowest Performing	486.1	485.7	-0.4	491.2	38	1	Path Forward: No Change
High Needs	495.7	494.4	-1.3	498.3	109	0	Path Forward: Declined
English Learners and Former English Learners	497.2	499.8	2.6	500.8	34	2	Path Forward: Improved Below Target
Low Income	493.8	492.0	-1.8	496.2	47	0	Path Forward: Declined
Students with Disabilities	489.9	490.1	0.2	493.2	64	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	18	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	496.7	499.3	2.6	499.5	31	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.0	505.8	-1.2	509.1	264	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 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	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.3	168	2	Typical Growth - Low
Lowest Performing	55.1	38	3	Typical Growth - High
High Needs	51.5	52	3	Typical Growth - High
English Learners and Former English Learners	-	16	-	-
Low Income	-	18	-	-
Students with Disabilities	55.7	35	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	9	-	-
Black or African American	-	4	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.9	133	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.9	168	2	Typical Growth - Low
Lowest Performing	43.9	38	2	Typical Growth - Low
High Needs	43.3	52	2	Typical Growth - Low
English Learners and Former English Learners	-	15	-	-
Low Income	-	17	-	-
Students with Disabilities	47.5	36	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	9	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.2	134	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	66.7	70.0	3.3	68.9	40	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	66.7	70.0	3.3	68.9	40	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	7.5	4.7	-2.8	6.2	530	4	Exceeded Target
Lowest Performing	15.0	10.3	-4.7	11.5	39	4	Exceeded Target
High Needs	14.6	10.2	-4.4	12.0	187	4	Exceeded Target
English Learners and Former English Learners	16.7	17.5	0.8	13.7	57	0	Declined
Low Income	16.5	14.9	-1.6	12.8	94	2	Improved Below Target
Students with Disabilities	16.5	8.1	-8.4	13.2	99	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	28	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	20.0	20.0	0.0	16.3	55	1	No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	29	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.9	2.2	-3.7	4.5	404	4	Exceeded 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	347	346	100	Yes	1	347	346	100	Yes	1	0	-	-	-	-

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	116	115	116	115	0	0	232	230	99	Yes	1
English Learners and Former English Learners	37	37	37	37	0	0	74	74	100	Yes	1
Low Income	53	52	53	52	0	0	106	104	98	Yes	1
Students with Disabilities	66	65	66	65	0	0	132	130	98	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	19	19	19	19	0	0	38	-	-	-	-
Black or African American	8	8	8	8	0	0	16	-	-	-	-
Hispanic or Latino	32	32	32	32	0	0	64	64	100	Yes	1
Multi-Race, Not Hispanic or Latino	19	19	19	19	0	0	38	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	268	267	268	267	0	0	536	534	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