Massachusetts School and District Profiles

Countryside

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Countryside

Organization Information

DISTRICT NAME
Newton (02070000)

TITLE I STATUS
Non-Title I School

SCHOOL
Countryside (02070040)

GRADES SERVED
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
66% - Substantial progress toward targets	87

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	56%	73%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	66%
	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	3	4	-	4	4	-
	Mathematics achievement	3	4	-	1	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	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	2	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	3	4	10.0
Weighted total		7.6	9.6	-	5.0	7.6	-
Percentage of possible points		79%		-	66%		-
2026 Annual criterion-referenced target percentage		73%

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	3	4	-	0	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	60.0	4	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	7	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	1	4	10.0
Weighted total		5.8	9.6	-	3.9	7.6	-
Percentage of possible points		60%		-	51%		-
2025 Annual criterion-referenced target percentage		56%

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	15%	71%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	49%
	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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	-	-	-
	Achievement total	6	8	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		5.4	7.6	-
Percentage of possible points		71%		-
2026 Annual criterion-referenced target percentage		71%

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	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		1.5	10.3	-
Percentage of possible points		15%		-
2025 Annual criterion-referenced target percentage		15%

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	507.5	506.9	-0.6	509.6	194	3	Recovery Path: Met Target
Lowest Performing	482.9	489.1	6.2	487.2	28	4	Recovery Path: Exceeded Target
High Needs	492.6	495.2	2.6	494.9	80	3	Path Forward: Met Target
English Learners and Former English Learners	500.3	497.5	-2.8	502.7	34	3	Path Forward: Met Target
Low Income	-	-	-	-	22	-	-
Students with Disabilities	485.3	489.2	3.9	487.4	39	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	517.8	509.2	-8.6	519.9	53	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.3	506.7	2.4	507.0	95	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	510.3	510.2	-0.1	511.8	196	3	Path Forward: Met Target
Lowest Performing	486.7	486.6	-0.1	490.2	28	1	Recovery Path: No Change
High Needs	496.3	498.4	2.1	498.8	82	3	Path Forward: Met Target
English Learners and Former English Learners	509.5	510.1	0.6	512.5	35	3	Path Forward: Met Target
Low Income	-	-	-	-	23	-	-
Students with Disabilities	487.3	486.9	-0.4	489.2	40	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	524.9	521.9	-3.0	527.9	54	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.1	507.3	0.2	508.9	95	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	501.6	507.8	6.2	503.8	63	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	12	-	-
High Needs	-	-	-	-	18	-	-
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	6	-	-
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	19	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.4	505.2	2.8	504.6	32	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	59.3	120	3	Typical Growth - High
Lowest Performing	63.0	28	4	Exceeded Typical Growth
High Needs	59.9	40	3	Typical Growth - High
English Learners and Former English Learners	-	19	-	-
Low Income	-	10	-	-
Students with Disabilities	52.4	21	3	Typical Growth - High
American Indian or Alaska Native	-	0	-	-
Asian	52.8	33	3	Typical Growth - High
Black or African American	-	4	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	65.2	61	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.6	127	2	Typical Growth - Low
Lowest Performing	42.4	28	2	Typical Growth - Low
High Needs	46.1	47	2	Typical Growth - Low
English Learners and Former English Learners	55.8	25	3	Typical Growth - High
Low Income	-	11	-	-
Students with Disabilities	34.3	22	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	56.9	34	3	Typical Growth - High
Black or African American	-	4	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.3	66	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	85.2	94.4	9.2	87.4	36	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	85.2	94.4	9.2	87.4	36	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	7.7	7.6	-0.1	6.6	328	2	Improved Below Target
Lowest Performing	10.0	7.1	-2.9	6.7	28	3	Met Target
High Needs	12.7	12.5	-0.2	10.6	136	2	Improved Below Target
English Learners and Former English Learners	6.9	11.4	4.5	3.9	79	0	Declined
Low Income	-	-	-	-	40	-	-
Students with Disabilities	16.1	16.1	0.0	13.6	56	1	No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	2.3	2.2	-0.1	1.0	92	4	Exceeded Target
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	-	-	-	-	35	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	34	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.7	9.9	2.2	6.5	151	0	Declined

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	203	99	Yes	1	205	205	100	Yes	1	66	66	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	89	87	89	89	20	20	198	196	99	Yes	1
English Learners and Former English Learners	42	41	42	42	11	11	95	94	99	Yes	1
Low Income	23	22	23	23	6	6	52	51	98	Yes	1
Students with Disabilities	40	39	40	40	8	8	88	87	99	Yes	1
American Indian or Alaska Native	1	0	1	1	0	0	2	-	-	-	-
Asian	59	58	59	59	22	22	140	139	99	Yes	1
Black or African American	9	9	9	9	3	3	21	-	-	-	-
Hispanic or Latino	18	18	18	18	4	4	40	-	-	-	-
Multi-Race, Not Hispanic or Latino	19	19	19	19	5	5	43	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	99	99	99	99	32	32	230	230	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