Massachusetts School and District Profiles

Tucker

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Tucker

Organization Information

DISTRICT NAME
Milton (01890000)

TITLE I STATUS
Title I School

SCHOOL
Tucker (01890020)

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

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
51% - Substantial progress toward targets	71

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	35%	61%
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	2	4	-	2	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	8	12	67.5	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	2	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	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		6.8	10.3	-	4.2	7.6	-
Percentage of possible points		66%		-	55%		-
2026 Annual criterion-referenced target percentage		61%

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	-	2	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	4	12	67.5	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	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	4	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	1	4	10.0
Weighted total		4.0	10.3	-	2.4	7.6	-
Percentage of possible points		39%		-	32%		-
2025 Annual criterion-referenced target percentage		35%

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	13%	87%
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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	4	4	-
	Achievement total	12	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		9.0	10.3	-
Percentage of possible points		87%		-
2026 Annual criterion-referenced target percentage		87%

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	0	4	-
	Achievement total	0	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.3	10.3	-
Percentage of possible points		13%		-
2025 Annual criterion-referenced target percentage		13%

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	501.0	501.8	0.8	504.2	204	2	Recovery Path: Improved Below Target
Lowest Performing	470.7	474.3	3.6	475.2	30	2	Recovery Path: Improved Below Target
High Needs	481.0	484.6	3.6	483.5	78	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	480.8	484.4	3.6	483.8	48	4	Recovery Path: Exceeded Target
Students with Disabilities	473.8	478.4	4.6	476.6	48	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	17	-	-
Black or African American	490.7	492.5	1.8	493.5	60	2	Recovery Path: Improved Below Target
Hispanic or Latino	493.3	492.8	-0.5	495.2	26	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	518.0	512.1	-5.9	520.0	26	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.8	508.3	1.5	509.7	74	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	502.2	506.6	4.4	504.4	204	4	Recovery Path: Exceeded Target
Lowest Performing	478.0	480.3	2.3	482.2	30	2	Recovery Path: Improved Below Target
High Needs	485.0	491.3	6.3	487.2	78	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	481.9	488.3	6.4	484.2	48	4	Recovery Path: Exceeded Target
Students with Disabilities	481.0	487.2	6.2	484.3	48	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	17	-	-
Black or African American	489.9	493.8	3.9	492.5	60	4	Recovery Path: Exceeded Target
Hispanic or Latino	500.2	502.1	1.9	503.0	26	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	517.5	520.7	3.2	519.6	26	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.6	510.3	2.7	510.3	74	3	Recovery Path: 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	499.9	501.4	1.5	502.0	69	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	11	-	-
High Needs	480.9	485.8	4.9	483.0	23	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	18	-	-
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	486.4	486.7	0.3	488.3	23	2	Recovery Path: Improved Below Target
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.2	507.0	-2.2	512.2	27	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.5	131	3	Typical Growth - High
Lowest Performing	50.6	30	3	Typical Growth - High
High Needs	49.8	53	2	Typical Growth - Low
English Learners and Former English Learners	-	7	-	-
Low Income	49.1	34	2	Typical Growth - Low
Students with Disabilities	51.0	33	3	Typical Growth - High
American Indian or Alaska Native	-	0	-	-
Asian	-	7	-	-
Black or African American	49.0	41	2	Typical Growth - Low
Hispanic or Latino	36.0	21	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	60.3	46	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.6	131	2	Typical Growth - Low
Lowest Performing	49.1	30	2	Typical Growth - Low
High Needs	47.5	54	2	Typical Growth - Low
English Learners and Former English Learners	-	8	-	-
Low Income	48.2	35	2	Typical Growth - Low
Students with Disabilities	46.4	33	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	-	7	-	-
Black or African American	48.9	41	2	Typical Growth - Low
Hispanic or Latino	40.8	21	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.1	46	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	3.9	4.4	0.5	2.6	340	3	Met Target
Lowest Performing	9.1	3.3	-5.8	5.6	30	4	Exceeded Target
High Needs	9.2	10.9	1.7	6.6	119	0	Declined
English Learners and Former English Learners	-	-	-	-	22	-	-
Low Income	13.3	16.9	3.6	9.6	77	0	Declined
Students with Disabilities	5.0	5.9	0.9	1.7	68	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	27	-	-
Black or African American	6.2	6.9	0.7	2.7	87	0	Declined
Hispanic or Latino	11.4	14.3	2.9	7.7	49	0	Declined
Multi-Race, Not Hispanic or Latino	0.0	0.0	0.0	1.0	42	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.8	0.7	-0.1	1.0	134	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	205	204	100	Yes	1	205	204	100	Yes	1	69	69	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	79	78	79	78	23	23	181	179	99	Yes	1
English Learners and Former English Learners	13	13	13	13	2	2	28	-	-	-	-
Low Income	49	48	49	48	18	18	116	114	98	Yes	1
Students with Disabilities	49	48	49	48	11	11	109	107	98	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	17	17	17	17	3	3	37	-	-	-	-
Black or African American	60	60	60	60	23	23	143	143	100	Yes	1
Hispanic or Latino	26	26	26	26	6	6	58	58	100	Yes	1
Multi-Race, Not Hispanic or Latino	26	26	26	26	10	10	62	62	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	75	74	75	74	27	27	177	175	99	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