Massachusetts School and District Profiles

Major Howard W. Beal School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Major Howard W. Beal School

Organization Information

DISTRICT NAME
Shrewsbury (02710000)

TITLE I STATUS
Title I School

SCHOOL
Major Howard W. Beal School (02710005)

GRADES SERVED
K,01,02,03,04

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
72% - Substantial progress toward targets	84

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	53%	84%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	72%
	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	-	4	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	7	8	60.0	7	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	20.0	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	0	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		6.0	7.2	-	6.5	7.6	-
Percentage of possible points		83%		-	86%		-
2026 Annual criterion-referenced target percentage		84%

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	2	4	-	0	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	6	8	67.5	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	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	3	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	1	4	10.0
Weighted total		5.5	7.6	-	2.6	7.6	-
Percentage of possible points		72%		-	34%		-
2025 Annual criterion-referenced target percentage		53%

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	88%	20%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	47%
	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	-	-	-
	Achievement total	0	8	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.5	7.6	-
Percentage of possible points		20%		-
2026 Annual criterion-referenced target percentage		20%

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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	-	-	-
	Achievement total	8	8	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		6.7	7.6	-
Percentage of possible points		88%		-
2025 Annual criterion-referenced target percentage		88%

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	500.2	502.2	2.0	502.5	253	3	Path Forward: Met Target
Lowest Performing	475.7	482.5	6.8	480.8	26	4	Path Forward: Exceeded Target
High Needs	492.1	487.7	-4.4	495.0	91	0	Path Forward: Declined
English Learners and Former English Learners	500.5	492.6	-7.9	503.0	25	0	Path Forward: Declined
Low Income	492.1	489.1	-3.0	494.5	47	0	Path Forward: Declined
Students with Disabilities	480.3	479.1	-1.2	483.6	47	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	507.0	509.7	2.7	510.1	103	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	497.6	493.5	-4.1	500.1	27	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.7	495.8	2.1	496.1	100	3	Path Forward: 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	512.3	510.7	-1.6	514.8	254	4	Path Forward: Exceeded Target
Lowest Performing	485.3	489.4	4.1	490.4	26	3	Path Forward: Met Target
High Needs	502.7	492.4	-10.3	505.4	91	0	Path Forward: Declined
English Learners and Former English Learners	514.0	502.7	-11.3	517.5	25	3	Path Forward: Met Target
Low Income	499.7	490.0	-9.7	502.5	47	0	Path Forward: Declined
Students with Disabilities	488.2	482.0	-6.2	491.6	47	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	523.3	521.0	-2.3	527.3	103	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	497.3	493.1	-4.2	499.9	28	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.3	504.5	-1.8	509.1	100	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	-	-	-	-	-	-	-
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	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.1	117	4	Exceeded Typical Growth
Lowest Performing	59.3	26	3	Typical Growth - High
High Needs	56.9	38	3	Typical Growth - High
English Learners and Former English Learners	-	15	-	-
Low Income	-	17	-	-
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	1	-	-
Asian	62.5	48	4	Exceeded Typical Growth
Black or African American	-	3	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	60.9	48	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.7	117	3	Typical Growth - High
Lowest Performing	55.7	26	3	Typical Growth - High
High Needs	48.2	37	2	Typical Growth - Low
English Learners and Former English Learners	-	14	-	-
Low Income	-	16	-	-
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	1	-	-
Asian	59.2	48	3	Typical Growth - High
Black or African American	-	3	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.8	48	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	83.3	77.4	-5.9	87.3	31	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	83.3	77.4	-5.9	87.3	31	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	10.6	6.6	-4.0	9.1	542	4	Exceeded Target
Lowest Performing	0.0	0.0	0.0	1.0	26	4	Exceeded Target
High Needs	13.6	8.5	-5.1	11.2	235	4	Exceeded Target
English Learners and Former English Learners	13.2	5.7	-7.5	9.7	87	4	Exceeded Target
Low Income	16.0	12.0	-4.0	12.8	133	4	Exceeded Target
Students with Disabilities	15.9	9.7	-6.2	12.3	103	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	13.9	7.1	-6.8	10.6	197	4	Exceeded Target
Black or African American	-	-	-	-	27	-	-
Hispanic or Latino	12.1	10.5	-1.6	7.9	76	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	34	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.2	4.9	-2.3	5.4	203	3	Met 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	257	257	100	Yes	1	261	260	100	Yes	1	0	-	-	-	-

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	93	93	95	94	0	0	188	187	99	Yes	1
English Learners and Former English Learners	27	27	28	28	0	0	55	55	100	Yes	1
Low Income	48	48	48	48	0	0	96	96	100	Yes	1
Students with Disabilities	47	47	48	47	0	0	95	94	99	Yes	1
American Indian or Alaska Native	3	3	3	3	0	0	6	-	-	-	-
Asian	106	106	108	108	0	0	214	214	100	Yes	1
Black or African American	5	5	5	5	0	0	10	-	-	-	-
Hispanic or Latino	27	27	29	28	0	0	56	55	98	Yes	1
Multi-Race, Not Hispanic or Latino	15	15	15	15	0	0	30	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	101	101	101	101	0	0	202	202	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