Massachusetts School and District Profiles

Raymond E. Shaw Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Raymond E. Shaw Elementary

Organization Information

DISTRICT NAME
Millbury (01860000)

TITLE I STATUS
Title I School

SCHOOL
Raymond E. Shaw Elementary (01860025)

GRADES SERVED
03,04,05,06

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
43% - Moderate progress toward targets	53

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	25%	54%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	43%
	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	1	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	67.5	6	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		3.6	10.3	-	5.6	7.6	-
Percentage of possible points		35%		-	74%		-
2026 Annual criterion-referenced target percentage		54%

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	0	4	-	0	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	67.5	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		1.8	10.3	-	2.5	7.6	-
Percentage of possible points		18%		-	33%		-
2025 Annual criterion-referenced target percentage		25%

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	24%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	27%
	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	1	4	-
	Mathematics achievement	1	4	-
	Science achievement	0	4	-
	Achievement total	2	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		2.9	10.3	-
Percentage of possible points		28%		-
2026 Annual criterion-referenced target percentage		28%

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	2	4	-
	Science achievement	0	4	-
	Achievement total	2	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.5	10.3	-
Percentage of possible points		24%		-
2025 Annual criterion-referenced target percentage		24%

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	492.5	493.0	0.5	495.8	469	2	Recovery Path: Improved Below Target
Lowest Performing	469.2	471.6	2.4	474.3	76	2	Path Forward: Improved Below Target
High Needs	485.7	485.6	-0.1	487.5	237	1	Recovery Path: No Change
English Learners and Former English Learners	486.4	486.6	0.2	489.3	44	2	Recovery Path: Improved Below Target
Low Income	487.6	487.2	-0.4	490.5	145	1	Recovery Path: No Change
Students with Disabilities	477.4	478.3	0.9	480.7	118	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	23	-	-
Black or African American	491.0	489.9	-1.1	494.3	22	0	Path Forward: Declined
Hispanic or Latino	487.3	488.1	0.8	489.8	58	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	490.1	486.1	-4.0	492.4	27	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	493.4	494.3	0.9	496.3	337	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	496.7	496.3	-0.4	499.2	464	1	Path Forward: No Change
Lowest Performing	466.3	472.7	6.4	471.4	76	4	Path Forward: Exceeded Target
High Needs	487.9	487.9	0.0	490.6	233	1	Path Forward: No Change
English Learners and Former English Learners	493.3	494.4	1.1	496.8	44	2	Path Forward: Improved Below Target
Low Income	489.0	488.4	-0.6	490.1	143	0	Recovery Path: Declined
Students with Disabilities	477.8	479.9	2.1	481.2	115	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	23	-	-
Black or African American	497.9	493.5	-4.4	501.2	22	0	Path Forward: Declined
Hispanic or Latino	489.3	488.2	-1.1	491.9	56	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	494.1	492.5	-1.6	496.6	28	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	497.5	497.2	-0.3	500.3	333	1	Path Forward: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	495.7	493.3	-2.4	499.3	96	0	Path Forward: Declined
Lowest Performing	-	-	-	-	22	-	-
High Needs	489.9	486.4	-3.5	493.7	50	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	492.3	484.9	-7.4	496.3	28	0	Path Forward: Declined
Students with Disabilities	479.2	478.6	-0.6	483.0	28	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.8	495.3	-1.5	500.5	65	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.1	334	2	Typical Growth - Low
Lowest Performing	53.6	76	3	Typical Growth - High
High Needs	50.1	174	3	Typical Growth - High
English Learners and Former English Learners	54.9	35	3	Typical Growth - High
Low Income	49.1	106	2	Typical Growth - Low
Students with Disabilities	49.0	86	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	-	14	-	-
Black or African American	-	13	-	-
Hispanic or Latino	50.3	47	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	44.6	20	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	48.9	239	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.7	328	3	Typical Growth - High
Lowest Performing	53.7	76	3	Typical Growth - High
High Needs	49.8	169	2	Typical Growth - Low
English Learners and Former English Learners	56.3	35	3	Typical Growth - High
Low Income	49.4	104	2	Typical Growth - Low
Students with Disabilities	51.0	82	3	Typical Growth - High
American Indian or Alaska Native	-	0	-	-
Asian	-	14	-	-
Black or African American	-	13	-	-
Hispanic or Latino	55.5	46	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	56.1	20	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	49.9	234	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	-	-	-	-	-	-	-
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	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	10.1	7.0	-3.1	8.6	503	4	Exceeded Target
Lowest Performing	9.9	7.9	-2.0	5.3	76	2	Improved Below Target
High Needs	14.7	10.0	-4.7	12.3	261	4	Exceeded Target
English Learners and Former English Learners	5.2	10.7	5.5	1.7	56	0	Declined
Low Income	17.4	11.0	-6.4	14.2	163	4	Exceeded Target
Students with Disabilities	12.4	8.0	-4.4	8.8	125	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	25	-	-
Black or African American	8.7	0.0	-8.7	5.1	23	4	Exceeded Target
Hispanic or Latino	6.9	15.3	8.4	2.7	72	0	Declined
Multi-Race, Not Hispanic or Latino	3.6	3.6	0.0	2.1	28	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	11.5	6.2	-5.3	9.7	353	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	491	483	98	Yes	1	488	477	98	Yes	1	103	100	97	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	253	247	251	242	56	53	560	542	97	Yes	1
English Learners and Former English Learners	52	52	51	51	14	14	117	117	100	Yes	1
Low Income	156	154	154	150	30	30	340	334	98	Yes	1
Students with Disabilities	125	120	124	117	32	29	281	266	95	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	25	25	23	23	2	2	50	50	100	Yes	1
Black or African American	23	23	23	23	5	5	51	51	100	Yes	1
Hispanic or Latino	65	63	64	62	18	18	147	143	97	Yes	1
Multi-Race, Not Hispanic or Latino	28	27	28	28	8	8	64	63	98	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	346	341	346	337	70	67	762	745	98	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