Massachusetts School and District Profiles

Freeman-Kennedy School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Freeman-Kennedy School

Organization Information

DISTRICT NAME
Norfolk (02080000)

TITLE I STATUS
Non-Title I School

SCHOOL
Freeman-Kennedy School (02080005)

GRADES SERVED
03,04,05,06

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
69% - Substantial progress toward targets	81

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	55%	78%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	69%
	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	-	2	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	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	3	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	1	4	10.0
Weighted total		8.4	10.3	-	5.7	7.6	-
Percentage of possible points		82%		-	75%		-
2026 Annual criterion-referenced target percentage		78%

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	-	2	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	67.5	4	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	0	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		5.2	10.3	-	4.5	7.6	-
Percentage of possible points		51%		-	59%		-
2025 Annual criterion-referenced target percentage		55%

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	51%	44%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	46%
	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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	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%		-
2026 Annual criterion-referenced target percentage		44%

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	3	4	-
	Mathematics achievement	0	4	-
	Science achievement	3	4	-
	Achievement total	6	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.2	10.3	-
Percentage of possible points		51%		-
2025 Annual criterion-referenced target percentage		51%

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	504.5	505.0	0.5	507.9	562	3	Recovery Path: Met Target
Lowest Performing	482.7	486.7	4.0	487.8	103	2	Path Forward: Improved Below Target
High Needs	492.0	492.4	0.4	494.1	153	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	491.9	503.0	11.1	494.3	20	4	Path Forward: Exceeded Target
Low Income	498.9	497.1	-1.8	501.0	45	3	Path Forward: Met Target
Students with Disabilities	487.9	486.5	-1.4	490.5	111	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	501.0	500.3	-0.7	503.6	26	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	510.0	508.9	-1.1	511.4	22	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.7	505.1	0.4	508.1	486	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	507.8	508.4	0.6	509.2	560	3	Recovery Path: Met Target
Lowest Performing	483.0	491.0	8.0	487.9	103	4	Recovery Path: Exceeded Target
High Needs	495.4	496.7	1.3	497.9	152	2	Path Forward: Improved Below Target
English Learners and Former English Learners	496.5	503.4	6.9	499.5	20	4	Path Forward: Exceeded Target
Low Income	501.7	495.8	-5.9	504.1	44	3	Path Forward: Met Target
Students with Disabilities	491.3	492.1	0.8	494.5	110	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	504.8	501.4	-3.4	507.7	26	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	510.2	510.0	-0.2	511.7	22	3	Path Forward: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.0	508.9	0.9	509.7	484	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	500.6	503.0	2.4	502.1	163	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	37	-	-
High Needs	493.1	491.9	-1.2	496.6	45	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	490.1	489.4	-0.7	492.5	34	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.9	502.5	1.6	502.2	132	3	Recovery Path: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.6	431	3	Typical Growth - High
Lowest Performing	58.7	103	3	Typical Growth - High
High Needs	53.2	123	3	Typical Growth - High
English Learners and Former English Learners	-	14	-	-
Low Income	59.1	39	3	Typical Growth - High
Students with Disabilities	48.7	87	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	16	-	-
Black or African American	-	8	-	-
Hispanic or Latino	49.2	23	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.7	369	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.3	430	3	Typical Growth - High
Lowest Performing	61.8	103	4	Exceeded Typical Growth
High Needs	55.5	121	3	Typical Growth - High
English Learners and Former English Learners	-	13	-	-
Low Income	52.9	38	3	Typical Growth - High
Students with Disabilities	56.2	85	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	15	-	-
Black or African American	-	8	-	-
Hispanic or Latino	53.9	23	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.3	369	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	7.9	6.6	-1.3	6.8	576	3	Met Target
Lowest Performing	6.6	6.8	0.2	3.3	103	1	No Change
High Needs	17.5	12.7	-4.8	15.4	165	4	Exceeded Target
English Learners and Former English Learners	38.0	16.0	-22.0	35.0	25	4	Exceeded Target
Low Income	34.2	21.2	-13.0	29.9	52	4	Exceeded Target
Students with Disabilities	8.3	10.5	2.2	5.8	114	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	6.7	3.7	-3.0	2.5	27	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	0.0	4.5	4.5	1.0	22	3	Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	4.7	6.7	2.0	3.5	496	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	573	571	100	Yes	1	571	569	100	Yes	1	166	164	99	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	162	160	160	159	48	46	370	365	99	Yes	1
English Learners and Former English Learners	22	22	22	22	7	7	51	51	100	Yes	1
Low Income	51	51	50	50	14	14	115	115	100	Yes	1
Students with Disabilities	114	112	112	111	36	34	262	257	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	17	17	17	17	6	6	40	-	-	-	-
Black or African American	12	11	12	11	6	5	30	-	-	-	-
Hispanic or Latino	26	26	26	26	11	11	63	63	100	Yes	1
Multi-Race, Not Hispanic or Latino	22	22	22	22	9	9	53	53	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	496	495	494	493	134	133	1,124	1,121	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