Massachusetts School and District Profiles

Clara Barton

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Clara Barton

Organization Information

DISTRICT NAME
Oxford (02260000)

TITLE I STATUS
Title I School

SCHOOL
Clara Barton (02260005)

GRADES SERVED
03,04,05

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
50% - Substantial progress toward targets	32

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	58%	44%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	50%
	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	1	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	4	12	67.5	4	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		4.0	10.3	-	3.8	7.6	-
Percentage of possible points		39%		-	50%		-
2026 Annual criterion-referenced target percentage		44%

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	4	4	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	9	12	67.5	4	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		7.0	10.3	-	3.6	7.6	-
Percentage of possible points		68%		-	47%		-
2025 Annual criterion-referenced target percentage		58%

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	42%	26%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	32%
	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	2	4	-
	Achievement total	2	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		2.7	10.3	-
Percentage of possible points		26%		-
2026 Annual criterion-referenced target percentage		26%

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	2	4	-
	Mathematics achievement	1	4	-
	Science achievement	2	4	-
	Achievement total	5	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		4.3	10.3	-
Percentage of possible points		42%		-
2025 Annual criterion-referenced target percentage		42%

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	491.9	491.9	0.0	494.3	307	1	Recovery Path: No Change
Lowest Performing	470.3	470.6	0.3	475.4	50	2	Path Forward: Improved Below Target
High Needs	483.9	483.3	-0.6	487.4	162	0	Path Forward: Declined
English Learners and Former English Learners	479.8	477.9	-1.9	483.5	30	0	Path Forward: Declined
Low Income	484.4	484.2	-0.2	486.5	136	1	Recovery Path: No Change
Students with Disabilities	474.9	473.7	-1.2	477.8	63	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	482.8	486.1	3.3	486.2	63	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.4	492.9	-0.5	496.7	209	1	Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	493.1	491.6	-1.5	496.3	308	0	Path Forward: Declined
Lowest Performing	469.2	473.3	4.1	473.9	50	2	Recovery Path: Improved Below Target
High Needs	483.8	482.0	-1.8	487.1	162	0	Path Forward: Declined
English Learners and Former English Learners	478.9	477.3	-1.6	482.4	30	0	Path Forward: Declined
Low Income	484.3	483.2	-1.1	487.1	136	0	Path Forward: Declined
Students with Disabilities	472.9	470.4	-2.5	476.6	63	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	486.6	486.6	0.0	489.7	63	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.4	492.9	-1.5	498.1	211	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	489.8	494.6	4.8	494.1	96	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	33	-	-
High Needs	481.7	485.0	3.3	486.0	48	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	482.1	487.7	5.6	486.2	41	4	Path Forward: Exceeded Target
Students with Disabilities	468.5	474.8	6.3	472.5	20	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.6	497.0	4.4	497.5	71	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.9	202	2	Typical Growth - Low
Lowest Performing	43.7	50	2	Typical Growth - Low
High Needs	40.9	101	2	Typical Growth - Low
English Learners and Former English Learners	51.2	21	3	Typical Growth - High
Low Income	40.8	83	2	Typical Growth - Low
Students with Disabilities	38.3	40	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	12	-	-
Hispanic or Latino	43.1	38	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.0	140	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.4	205	2	Typical Growth - Low
Lowest Performing	46.3	50	2	Typical Growth - Low
High Needs	45.1	103	2	Typical Growth - Low
English Learners and Former English Learners	57.0	22	3	Typical Growth - High
Low Income	45.7	85	2	Typical Growth - Low
Students with Disabilities	46.3	41	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	12	-	-
Hispanic or Latino	43.9	39	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.2	142	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	11.9	7.9	-4.0	9.7	317	4	Exceeded Target
Lowest Performing	13.7	10.0	-3.7	8.8	50	2	Improved Below Target
High Needs	18.3	13.6	-4.7	15.8	169	4	Exceeded Target
English Learners and Former English Learners	22.9	9.4	-13.5	19.6	32	4	Exceeded Target
Low Income	20.0	13.9	-6.1	17.3	144	4	Exceeded Target
Students with Disabilities	17.1	12.7	-4.4	12.8	63	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	23.1	10.8	-12.3	19.3	65	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	8.6	7.4	-1.2	5.7	215	2	Improved Below 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	312	310	99	Yes	1	312	311	100	Yes	1	99	98	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	167	165	166	165	51	50	384	380	99	Yes	1
English Learners and Former English Learners	30	30	30	30	15	15	75	75	100	Yes	1
Low Income	141	139	140	139	44	43	325	321	99	Yes	1
Students with Disabilities	66	65	65	65	21	21	152	151	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	1	1	0	0	0	0	1	-	-	-	-
Black or African American	16	16	16	16	4	4	36	-	-	-	-
Hispanic or Latino	63	63	63	63	18	18	144	144	100	Yes	1
Multi-Race, Not Hispanic or Latino	20	20	20	20	4	4	44	44	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	212	210	213	212	73	72	498	494	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