Massachusetts School and District Profiles

John Eliot

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - John Eliot

Organization Information

DISTRICT NAME
Needham (01990000)

TITLE I STATUS
Title I School

SCHOOL
John Eliot (01990020)

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
76% - Meeting or exceeding targets	87

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	86%	70%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	76%
	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	-	2	4	-
	Mathematics achievement	3	4	-	3	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	9	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	1	4	10.0
Weighted total		7.8	10.3	-	4.8	7.6	-
Percentage of possible points		76%		-	63%		-
2026 Annual criterion-referenced target percentage		70%

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	3	4	-	-	-	-
	Achievement total	10	12	67.5	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	22.5	7	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		8.3	10.3	-	7.0	7.6	-
Percentage of possible points		81%		-	92%		-
2025 Annual criterion-referenced target percentage		86%

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	37%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	36%
	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	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		3.6	10.3	-
Percentage of possible points		35%		-
2026 Annual criterion-referenced target percentage		35%

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	3	4	-
	Achievement total	3	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	7	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		3.8	10.3	-
Percentage of possible points		37%		-
2025 Annual criterion-referenced target percentage		37%

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	505.6	503.6	-2.0	508.4	213	3	Recovery Path: Met Target
Lowest Performing	481.4	482.5	1.1	486.2	34	2	Recovery Path: Improved Below Target
High Needs	493.5	489.4	-4.1	495.3	83	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	490.9	491.0	0.1	493.6	31	2	Recovery Path: Improved Below Target
Students with Disabilities	492.2	485.1	-7.1	495.1	57	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	514.2	513.1	-1.1	517.4	40	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.6	501.9	-2.7	507.3	121	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	511.3	510.0	-1.3	513.4	213	3	Path Forward: Met Target
Lowest Performing	478.3	483.0	4.7	483.4	34	3	Path Forward: Met Target
High Needs	493.6	492.7	-0.9	496.2	83	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	486.8	489.3	2.5	489.2	31	3	Path Forward: Met Target
Students with Disabilities	492.4	487.6	-4.8	495.7	57	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	528.6	524.6	-4.0	532.3	40	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.2	507.5	-2.7	512.3	121	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	507.1	506.5	-0.6	509.8	66	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	15	-	-
High Needs	499.4	496.2	-3.2	502.8	29	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	9	-	-
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	20	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.8	502.3	-5.5	510.8	32	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.2	132	3	Typical Growth - High
Lowest Performing	50.7	34	3	Typical Growth - High
High Needs	49.6	52	2	Typical Growth - Low
English Learners and Former English Learners	-	4	-	-
Low Income	-	18	-	-
Students with Disabilities	45.6	40	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	60.3	26	4	Exceeded Typical Growth
Black or African American	-	7	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.2	76	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.9	134	3	Typical Growth - High
Lowest Performing	56.3	34	3	Typical Growth - High
High Needs	54.1	54	3	Typical Growth - High
English Learners and Former English Learners	-	6	-	-
Low Income	-	18	-	-
Students with Disabilities	47.6	40	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	55.7	27	3	Typical Growth - High
Black or African American	-	7	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.1	77	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	-	-	-	-	-	-	-
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	10.5	6.0	-4.5	9.2	336	4	Exceeded Target
Lowest Performing	8.6	8.8	0.2	5.1	34	1	No Change
High Needs	14.8	7.0	-7.8	12.2	128	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	36	-	-
Low Income	22.8	12.8	-10.0	19.1	47	4	Exceeded Target
Students with Disabilities	15.4	7.7	-7.7	12.1	78	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	8.5	5.5	-3.0	5.6	73	3	Met Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	32	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	32	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.0	5.5	-4.5	8.6	183	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	216	216	100	Yes	1	216	216	100	Yes	1	67	67	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	86	86	86	86	30	30	202	202	100	Yes	1
English Learners and Former English Learners	20	20	20	20	7	7	47	47	100	Yes	1
Low Income	32	32	32	32	9	9	73	73	100	Yes	1
Students with Disabilities	57	57	57	57	19	19	133	133	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	41	41	41	41	21	21	103	103	100	Yes	1
Black or African American	13	13	13	13	3	3	29	-	-	-	-
Hispanic or Latino	18	18	18	18	5	5	41	-	-	-	-
Multi-Race, Not Hispanic or Latino	22	22	22	22	6	6	50	50	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	122	122	122	122	32	32	276	276	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