Massachusetts School and District Profiles

Comprehensive Grammar School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Comprehensive Grammar School

Organization Information

DISTRICT NAME
Methuen (01810000)

TITLE I STATUS
Title I School

SCHOOL
Comprehensive Grammar School (01810050)

GRADES SERVED
K,01,02,03,04,05,06,07,08

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
51% - Substantial progress toward targets	42

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	71%	37%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	51%
	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	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	4	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	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		2.0	9.6	-	4.1	7.6	-
Percentage of possible points		21%		-	54%		-
2026 Annual criterion-referenced target percentage		37%

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	2	4	-	4	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	6	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		5.1	9.6	-	6.8	7.6	-
Percentage of possible points		53%		-	90%		-
2025 Annual criterion-referenced target percentage		71%

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	67%	18%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	37%
	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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	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		1.8	10.3	-
Percentage of possible points		18%		-
2026 Annual criterion-referenced target percentage		18%

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	4	4	-
	Mathematics achievement	2	4	-
	Science achievement	2	4	-
	Achievement total	8	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		6.9	10.3	-
Percentage of possible points		67%		-
2025 Annual criterion-referenced target percentage		67%

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	491.4	490.1	-1.3	494.2	635	0	Recovery Path: Declined
Lowest Performing	464.1	468.2	4.1	469.2	107	2	Path Forward: Improved Below Target
High Needs	483.9	482.3	-1.6	485.8	422	0	Recovery Path: Declined
English Learners and Former English Learners	475.8	475.0	-0.8	479.4	225	0	Recovery Path: Declined
Low Income	483.5	482.3	-1.2	485.6	338	0	Recovery Path: Declined
Students with Disabilities	478.7	475.4	-3.3	480.5	127	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	492.5	499.3	6.8	495.6	23	4	Recovery Path: Exceeded Target
Black or African American	486.4	483.9	-2.5	489.7	51	0	Path Forward: Declined
Hispanic or Latino	485.6	483.0	-2.6	488.3	323	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.1	499.8	1.7	501.1	225	2	Recovery Path: 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	490.5	489.9	-0.6	493.2	631	0	Recovery Path: Declined
Lowest Performing	465.3	469.4	4.1	470.4	107	2	Path Forward: Improved Below Target
High Needs	484.2	483.4	-0.8	486.9	418	0	Path Forward: Declined
English Learners and Former English Learners	479.1	477.7	-1.4	481.7	223	0	Recovery Path: Declined
Low Income	483.6	483.0	-0.6	485.6	335	0	Recovery Path: Declined
Students with Disabilities	478.3	476.0	-2.3	481.7	125	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	499.5	506.3	6.8	503.5	23	4	Path Forward: Exceeded Target
Black or African American	483.4	483.5	0.1	486.7	51	2	Path Forward: Improved Below Target
Hispanic or Latino	485.1	483.2	-1.9	488.5	321	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.1	498.1	1.0	499.2	223	2	Recovery Path: 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	487.8	484.9	-2.9	489.9	213	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	45	-	-
High Needs	481.3	478.9	-2.4	485.1	141	0	Path Forward: Declined
English Learners and Former English Learners	475.9	469.5	-6.4	480.0	75	0	Path Forward: Declined
Low Income	481.3	478.4	-2.9	485.3	114	0	Path Forward: Declined
Students with Disabilities	476.3	477.3	1.0	480.1	39	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	485.6	475.7	-9.9	490.7	20	0	Path Forward: Declined
Hispanic or Latino	482.9	477.5	-5.4	486.5	107	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.7	494.4	1.7	496.4	78	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.7	481	3	Typical Growth - High
Lowest Performing	53.2	107	3	Typical Growth - High
High Needs	54.3	299	3	Typical Growth - High
English Learners and Former English Learners	55.3	141	3	Typical Growth - High
Low Income	55.9	230	3	Typical Growth - High
Students with Disabilities	45.9	97	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	17	-	-
Black or African American	58.2	34	3	Typical Growth - High
Hispanic or Latino	53.0	232	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.6	187	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.8	492	3	Typical Growth - High
Lowest Performing	52.0	107	3	Typical Growth - High
High Needs	53.4	309	3	Typical Growth - High
English Learners and Former English Learners	53.5	151	3	Typical Growth - High
Low Income	53.7	240	3	Typical Growth - High
Students with Disabilities	51.1	96	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	18	-	-
Black or African American	53.8	33	3	Typical Growth - High
Hispanic or Latino	52.9	243	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.0	187	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	44.0	61.8	17.8	49.4	199	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	44.0	61.8	17.8	49.4	199	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	15.9	12.6	-3.3	14.4	913	4	Exceeded Target
Lowest Performing	17.8	19.6	1.8	13.2	107	0	Declined
High Needs	18.4	14.6	-3.8	16.0	629	4	Exceeded Target
English Learners and Former English Learners	18.1	12.1	-6.0	14.6	356	4	Exceeded Target
Low Income	19.6	16.7	-2.9	16.4	504	3	Met Target
Students with Disabilities	23.9	18.4	-5.5	20.3	179	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	12.8	7.5	-5.3	9.5	40	4	Exceeded Target
Black or African American	9.5	10.0	0.5	5.9	80	1	No Change
Hispanic or Latino	20.6	14.8	-5.8	16.4	480	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.9	11.0	0.1	9.1	292	1	No Change

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	680	680	100	Yes	1	679	677	100	Yes	1	232	232	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	466	466	465	463	160	160	1,091	1,089	100	Yes	1
English Learners and Former English Learners	263	263	264	262	91	91	618	616	100	Yes	1
Low Income	371	371	370	368	128	128	869	867	100	Yes	1
Students with Disabilities	134	134	132	132	42	42	308	308	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	24	24	24	24	4	4	52	52	100	Yes	1
Black or African American	54	54	54	54	20	20	128	128	100	Yes	1
Hispanic or Latino	361	361	362	360	124	124	847	845	100	Yes	1
Multi-Race, Not Hispanic or Latino	13	13	13	13	4	4	30	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	228	228	226	226	80	80	534	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