Massachusetts School and District Profiles

Collicot

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Collicot

Organization Information

DISTRICT NAME
Milton (01890000)

TITLE I STATUS
Non-Title I School

SCHOOL
Collicot (01890005)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
93% - Meeting or exceeding targets	95

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	96%	90%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	93%
	Meeting or exceeding 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	3	4	-	4	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	9	12	67.5	8	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	8	8	22.5	8	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		8.3	10.3	-	7.6	7.6	-
Percentage of possible points		81%		-	100%		-
2026 Annual criterion-referenced target percentage		90%

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	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	67.5	8	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	22.5	8	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		9.4	10.3	-	7.6	7.6	-
Percentage of possible points		91%		-	100%		-
2025 Annual criterion-referenced target percentage		96%

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	44%	37%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	40%
	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	3	4	-
	Achievement total	3	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		3.8	10.3	-
Percentage of possible points		37%		-
2026 Annual criterion-referenced target percentage		37%

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	4	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%		-
2025 Annual criterion-referenced target percentage		44%

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	507.2	506.8	-0.4	509.6	332	3	Recovery Path: Met Target
Lowest Performing	480.9	490.0	9.1	486.8	49	4	Recovery Path: Exceeded Target
High Needs	491.9	489.8	-2.1	494.0	78	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	490.3	487.9	-2.4	492.4	28	0	Path Forward: Declined
Students with Disabilities	488.4	487.8	-0.6	490.7	56	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	505.4	504.7	-0.7	507.5	46	3	Path Forward: Met Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.8	507.3	-1.5	511.5	230	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	510.7	508.2	-2.5	512.2	332	3	Path Forward: Met Target
Lowest Performing	483.3	493.5	10.2	486.5	49	4	Recovery Path: Exceeded Target
High Needs	494.6	492.5	-2.1	497.1	78	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	492.7	488.7	-4.0	495.1	28	0	Path Forward: Declined
Students with Disabilities	486.1	487.7	1.6	489.3	56	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	516.2	511.5	-4.7	519.2	46	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.5	507.7	-3.8	513.2	230	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	515.1	509.5	-5.6	517.3	109	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	14	-	-
High Needs	497.4	498.3	0.9	500.9	22	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	8	-	-
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	517.4	508.7	-8.7	519.6	77	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.1	203	4	Exceeded Typical Growth
Lowest Performing	65.5	49	4	Exceeded Typical Growth
High Needs	57.3	47	3	Typical Growth - High
English Learners and Former English Learners	-	13	-	-
Low Income	-	18	-	-
Students with Disabilities	54.7	29	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	56.4	31	3	Typical Growth - High
Black or African American	-	12	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	63.9	138	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	60.4	203	4	Exceeded Typical Growth
Lowest Performing	70.6	49	4	Exceeded Typical Growth
High Needs	59.9	47	3	Typical Growth - High
English Learners and Former English Learners	-	13	-	-
Low Income	-	18	-	-
Students with Disabilities	61.7	29	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	59.7	31	3	Typical Growth - High
Black or African American	-	12	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	60.6	138	4	Exceeded Typical Growth

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	1.6	0.9	-0.7	1.0	549	4	Exceeded Target
Lowest Performing	2.0	4.1	2.1	1.0	49	4	Exceeded Target
High Needs	3.9	2.2	-1.7	1.8	135	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	31	-	-
Low Income	7.0	4.2	-2.8	2.7	48	4	Exceeded Target
Students with Disabilities	6.4	3.3	-3.1	3.9	91	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	0.0	0.0	0.0	1.0	71	4	Exceeded Target
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	-	-	-	-	28	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	35	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	1.6	0.8	-0.8	1.0	396	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	335	335	100	Yes	1	335	335	100	Yes	1	111	111	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	81	81	81	81	24	24	186	186	100	Yes	1
English Learners and Former English Learners	20	20	20	20	5	5	45	45	100	Yes	1
Low Income	30	30	30	30	9	9	69	69	100	Yes	1
Students with Disabilities	57	57	57	57	16	16	130	130	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	46	46	46	46	15	15	107	107	100	Yes	1
Black or African American	17	17	17	17	3	3	37	-	-	-	-
Hispanic or Latino	18	18	18	18	6	6	42	-	-	-	-
Multi-Race, Not Hispanic or Latino	24	24	24	24	10	10	58	58	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	230	230	230	230	77	77	537	537	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