Massachusetts School and District Profiles

Margaret L Donovan

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Margaret L Donovan

Organization Information

DISTRICT NAME
Randolph (02440000)

TITLE I STATUS
Title I School

SCHOOL
Margaret L Donovan (02440015)

GRADES SERVED
K,01,02,03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
40% - Moderate progress toward targets	25

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	67%	22%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	40%
	Moderate 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	0	4	-	2	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	3	8	20.0	3	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		1.1	9.6	-	2.4	7.6	-
Percentage of possible points		12%		-	32%		-
2026 Annual criterion-referenced target percentage		22%

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	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	5	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	1	4	10.0
Weighted total		4.5	9.6	-	6.6	7.6	-
Percentage of possible points		47%		-	87%		-
2025 Annual criterion-referenced target percentage		67%

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	36%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	21%
	Limited or no 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	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	4	-
	Growth total	3	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		1.1	10.3	-
Percentage of possible points		11%		-
2026 Annual criterion-referenced target percentage		11%

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	1	4	-
	Science achievement	2	4	-
	Achievement total	3	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		3.7	10.3	-
Percentage of possible points		36%		-
2025 Annual criterion-referenced target percentage		36%

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	485.9	482.8	-3.1	488.6	190	0	Recovery Path: Declined
Lowest Performing	460.3	462.1	1.8	465.4	27	2	Path Forward: Improved Below Target
High Needs	482.4	479.7	-2.7	485.3	148	0	Recovery Path: Declined
English Learners and Former English Learners	484.9	483.7	-1.2	488.1	69	0	Recovery Path: Declined
Low Income	481.8	479.2	-2.6	484.6	119	0	Recovery Path: Declined
Students with Disabilities	470.9	466.1	-4.8	475.3	38	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	494.3	488.7	-5.6	497.9	33	0	Recovery Path: Declined
Black or African American	480.9	479.2	-1.7	483.6	97	0	Recovery Path: Declined
Hispanic or Latino	486.5	487.4	0.9	490.4	38	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	14	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	490.2	484.5	-5.7	492.6	190	0	Recovery Path: Declined
Lowest Performing	462.3	460.4	-1.9	466.4	27	0	Recovery Path: Declined
High Needs	485.5	481.4	-4.1	487.7	148	0	Recovery Path: Declined
English Learners and Former English Learners	490.4	488.0	-2.4	493.1	69	0	Recovery Path: Declined
Low Income	484.1	480.9	-3.2	486.4	119	0	Recovery Path: Declined
Students with Disabilities	473.2	466.3	-6.9	476.3	38	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	504.2	499.4	-4.8	506.6	33	0	Recovery Path: Declined
Black or African American	483.0	478.7	-4.3	486.2	97	0	Recovery Path: Declined
Hispanic or Latino	490.9	486.0	-4.9	493.5	38	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	14	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	492.8	476.4	-16.4	495.7	58	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	15	-	-
High Needs	487.8	473.0	-14.8	490.6	49	0	Recovery Path: Declined
English Learners and Former English Learners	487.7	481.2	-6.5	492.5	21	0	Recovery Path: Declined
Low Income	486.3	472.8	-13.5	490.3	40	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	488.5	467.6	-20.9	493.6	35	0	Path Forward: Declined
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	5	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.9	117	2	Typical Growth - Low
Lowest Performing	42.7	27	2	Typical Growth - Low
High Needs	48.3	91	2	Typical Growth - Low
English Learners and Former English Learners	54.1	42	3	Typical Growth - High
Low Income	48.4	71	2	Typical Growth - Low
Students with Disabilities	38.6	26	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	55.3	23	3	Typical Growth - High
Black or African American	46.3	58	2	Typical Growth - Low
Hispanic or Latino	51.6	20	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	13	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	39.4	121	1	Low Growth
Lowest Performing	31.6	27	1	Low Growth
High Needs	38.1	95	1	Low Growth
English Learners and Former English Learners	47.6	45	2	Typical Growth - Low
Low Income	37.6	75	1	Low Growth
Students with Disabilities	28.4	27	0	Very Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	48.5	23	2	Typical Growth - Low
Black or African American	35.9	61	1	Low Growth
Hispanic or Latino	38.8	21	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	13	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	66.7	65.3	-1.4	70.7	75	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	66.7	65.3	-1.4	70.7	75	1	No Change
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	17.6	9.9	-7.7	16.1	343	4	Exceeded Target
Lowest Performing	28.6	14.8	-13.8	24.0	27	4	Exceeded Target
High Needs	20.3	11.2	-9.1	17.9	276	4	Exceeded Target
English Learners and Former English Learners	9.1	6.6	-2.5	5.6	136	2	Improved Below Target
Low Income	21.8	11.8	-10.0	18.6	229	4	Exceeded Target
Students with Disabilities	33.3	14.0	-19.3	29.7	57	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	4.4	3.7	-0.7	1.1	54	4	Exceeded Target
Black or African American	16.9	7.7	-9.2	13.3	181	4	Exceeded Target
Hispanic or Latino	24.6	17.6	-7.0	20.4	68	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	27	-	-

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	199	197	99	Yes	1	201	201	100	Yes	1	62	62	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	157	155	159	159	53	53	369	367	99	Yes	1
English Learners and Former English Learners	71	69	72	72	22	22	165	163	99	Yes	1
Low Income	128	127	130	130	44	44	302	301	100	Yes	1
Students with Disabilities	38	36	39	39	14	14	91	89	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	34	34	35	35	8	8	77	77	100	Yes	1
Black or African American	102	100	103	103	37	37	242	240	99	Yes	1
Hispanic or Latino	41	41	41	41	11	11	93	93	100	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	1	1	17	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	14	14	14	14	5	5	33	-	-	-	-

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