Massachusetts School and District Profiles

North Randolph Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - North Randolph Elementary School

Organization Information

DISTRICT NAME
Randolph (02440000)

TITLE I STATUS
Title I School

SCHOOL
North Randolph Elementary School (02440020)

GRADES SERVED
PK,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
44% - Moderate progress toward targets	41

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	14%	64%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	44%
	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	4	4	-	2	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	10	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		7.3	9.6	-	4.0	7.6	-
Percentage of possible points		76%		-	53%		-
2026 Annual criterion-referenced target percentage		64%

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	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	-	-	-
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	4	8	20.0	-	-	-
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	2	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	-	-	-
Weighted total		1.3	9.6	-	-	-	-
Percentage of possible points		14%		-	-		-
2025 Annual criterion-referenced target percentage		14%

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	25%	78%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	57%
	Substantial 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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	2	4	-
	Achievement total	10	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		8.0	10.3	-
Percentage of possible points		78%		-
2026 Annual criterion-referenced target percentage		78%

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	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		2.6	10.3	-
Percentage of possible points		25%		-
2025 Annual criterion-referenced target percentage		25%

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	488.0	491.7	3.7	490.7	133	4	Recovery Path: Exceeded Target
Lowest Performing	466.2	470.7	4.5	471.3	21	2	Path Forward: Improved Below Target
High Needs	485.2	488.9	3.7	487.9	92	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	482.8	483.8	1.0	486.8	39	2	Recovery Path: Improved Below Target
Low Income	486.1	491.8	5.7	488.8	67	4	Recovery Path: Exceeded Target
Students with Disabilities	477.4	479.8	2.4	479.7	26	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	486.2	488.4	2.2	489.1	59	2	Recovery Path: Improved Below Target
Hispanic or Latino	491.8	489.5	-2.3	494.3	32	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	18	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	492.7	497.7	5.0	495.5	133	4	Recovery Path: Exceeded Target
Lowest Performing	471.5	474.9	3.4	477.0	21	2	Recovery Path: Improved Below Target
High Needs	489.3	493.7	4.4	492.1	92	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	490.9	490.6	-0.3	493.2	39	1	Recovery Path: No Change
Low Income	489.7	496.9	7.2	492.1	67	4	Recovery Path: Exceeded Target
Students with Disabilities	479.9	478.3	-1.6	483.1	26	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	488.2	492.4	4.2	491.1	59	4	Recovery Path: Exceeded Target
Hispanic or Latino	493.8	497.1	3.3	496.4	32	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	18	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	490.1	490.9	0.8	493.7	43	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	12	-	-
High Needs	486.1	487.6	1.5	489.9	33	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	485.3	493.9	8.6	489.3	22	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	485.9	493.4	7.5	491.0	26	4	Path Forward: Exceeded Target
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	4	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.6	87	3	Typical Growth - High
Lowest Performing	47.5	21	2	Typical Growth - Low
High Needs	49.3	62	2	Typical Growth - Low
English Learners and Former English Learners	49.4	26	2	Typical Growth - Low
Low Income	50.3	42	3	Typical Growth - High
Students with Disabilities	48.1	21	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	12	-	-
Black or African American	46.6	41	2	Typical Growth - Low
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	-	9	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.8	90	2	Typical Growth - Low
Lowest Performing	48.0	21	2	Typical Growth - Low
High Needs	42.9	65	2	Typical Growth - Low
English Learners and Former English Learners	46.0	29	2	Typical Growth - Low
Low Income	42.0	45	2	Typical Growth - Low
Students with Disabilities	40.6	21	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	12	-	-
Black or African American	42.0	44	2	Typical Growth - Low
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	-	9	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	69.0	64.2	-4.8	73.0	53	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	69.0	64.2	-4.8	73.0	53	0	Declined
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	14.7	13.4	-1.3	13.2	247	3	Met Target
Lowest Performing	13.6	0.0	-13.6	9.0	21	4	Exceeded Target
High Needs	17.1	15.1	-2.0	14.7	192	3	Met Target
English Learners and Former English Learners	16.9	11.5	-5.4	13.4	96	4	Exceeded Target
Low Income	19.4	19.4	0.0	16.2	144	1	No Change
Students with Disabilities	20.4	12.5	-7.9	16.8	48	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	38	-	-
Black or African American	14.3	7.1	-7.2	10.7	113	4	Exceeded Target
Hispanic or Latino	18.2	25.5	7.3	14.0	51	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	32	-	-

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	141	141	100	Yes	1	143	143	100	Yes	1	46	46	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	100	100	102	102	36	36	238	238	100	Yes	1
English Learners and Former English Learners	44	44	45	45	20	20	109	109	100	Yes	1
Low Income	74	74	76	76	24	24	174	174	100	Yes	1
Students with Disabilities	28	28	29	29	8	8	65	65	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	17	17	17	17	7	7	41	-	-	-	-
Black or African American	61	61	61	61	27	27	149	149	100	Yes	1
Hispanic or Latino	35	35	36	36	6	6	77	77	100	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	9	9	2	2	19	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	19	19	19	19	4	4	42	-	-	-	-

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