Massachusetts School and District Profiles

Martin E Young Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Martin E Young Elementary

Organization Information

DISTRICT NAME
Randolph (02440000)

TITLE I STATUS
Title I School

SCHOOL
Martin E Young Elementary (02440040)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Progress toward improvement targets	Accountability percentile
39% - Moderate progress toward targets	9

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	36%	41%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	39%
	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	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0
Weighted total		1.5	9.6	-	5.0	7.6	-
Percentage of possible points		16%		-	66%		-
2026 Annual criterion-referenced target percentage		41%

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	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	2	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	20.0	2	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	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		2.4	9.6	-	3.5	7.6	-
Percentage of possible points		25%		-	46%		-
2025 Annual criterion-referenced target percentage		36%

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	26%	18%
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	1	4	-
	Science achievement	0	4	-
	Achievement total	1	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	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		1.8	10.3	-
Percentage of possible points		18%		-
2026 Annual criterion-referenced target percentage		18%

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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		2.7	10.3	-
Percentage of possible points		26%		-
2025 Annual criterion-referenced target percentage		26%

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	480.4	477.7	-2.7	482.8	148	0	Recovery Path: Declined
Lowest Performing	460.2	463.5	3.3	466.5	22	2	Recovery Path: Improved Below Target
High Needs	478.0	474.8	-3.2	480.7	121	0	Recovery Path: Declined
English Learners and Former English Learners	477.0	472.9	-4.1	480.4	59	0	Recovery Path: Declined
Low Income	477.6	474.6	-3.0	480.0	100	0	Recovery Path: Declined
Students with Disabilities	471.0	470.1	-0.9	474.3	42	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	478.8	474.9	-3.9	482.1	81	0	Path Forward: Declined
Hispanic or Latino	476.4	479.4	3.0	479.4	25	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	486.7	483.9	-2.8	489.1	27	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	478.1	477.2	-0.9	480.1	149	0	Recovery Path: Declined
Lowest Performing	453.4	463.0	9.6	458.5	22	4	Path Forward: Exceeded Target
High Needs	475.8	475.3	-0.5	478.5	122	1	Path Forward: No Change
English Learners and Former English Learners	478.3	475.8	-2.5	480.2	60	0	Recovery Path: Declined
Low Income	475.5	475.6	0.1	478.3	101	2	Path Forward: Improved Below Target
Students with Disabilities	463.3	466.9	3.6	466.7	43	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	474.9	473.2	-1.7	478.2	81	0	Path Forward: Declined
Hispanic or Latino	475.2	476.7	1.5	476.8	26	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	485.0	485.3	0.3	487.8	27	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	483.4	471.5	-11.9	485.8	51	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	14	-	-
High Needs	481.6	469.1	-12.5	485.4	45	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	479.6	468.2	-11.4	483.6	41	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	484.3	463.6	-20.7	489.4	26	0	Path Forward: Declined
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	40.8	95	2	Typical Growth - Low
Lowest Performing	44.3	22	2	Typical Growth - Low
High Needs	40.6	77	2	Typical Growth - Low
English Learners and Former English Learners	43.3	36	2	Typical Growth - Low
Low Income	42.7	65	2	Typical Growth - Low
Students with Disabilities	31.9	26	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	8	-	-
Black or African American	35.3	50	1	Low Growth
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	19	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.8	97	3	Typical Growth - High
Lowest Performing	49.5	22	2	Typical Growth - Low
High Needs	51.3	79	3	Typical Growth - High
English Learners and Former English Learners	52.5	38	3	Typical Growth - High
Low Income	52.9	67	3	Typical Growth - High
Students with Disabilities	48.6	27	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	8	-	-
Black or African American	48.2	51	2	Typical Growth - Low
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	19	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	54.7	58.7	4.0	58.7	75	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	54.7	58.7	4.0	58.7	75	3	Met 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	19.6	19.4	-0.2	18.1	288	2	Improved Below Target
Lowest Performing	26.1	40.9	14.8	21.5	22	0	Declined
High Needs	20.3	21.5	1.2	17.9	237	0	Declined
English Learners and Former English Learners	11.5	17.8	6.3	8.0	129	0	Declined
Low Income	22.1	23.9	1.8	18.9	201	0	Declined
Students with Disabilities	22.7	25.3	2.6	19.1	79	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	26	-	-
Black or African American	15.8	13.8	-2.0	12.2	160	2	Improved Below Target
Hispanic or Latino	26.5	29.4	2.9	22.3	51	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	23.1	30.0	6.9	21.3	40	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	161	160	99	Yes	1	161	161	100	Yes	1	52	52	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	133	132	133	133	46	46	312	311	100	Yes	1
English Learners and Former English Learners	68	67	68	68	21	21	157	156	99	Yes	1
Low Income	110	109	110	110	41	41	261	260	100	Yes	1
Students with Disabilities	46	45	46	46	13	13	105	104	99	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	12	12	12	12	3	3	27	-	-	-	-
Black or African American	89	89	89	89	26	26	204	204	100	Yes	1
Hispanic or Latino	30	29	30	30	8	8	68	67	99	Yes	1
Multi-Race, Not Hispanic or Latino	2	2	2	2	2	2	6	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	27	27	27	27	12	12	66	66	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