Massachusetts School and District Profiles

Albert F. Argenziano School at Lincoln Park

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Albert F. Argenziano School at Lincoln Park

Organization Information

DISTRICT NAME
Somerville (02740000)

TITLE I STATUS
Title I School

SCHOOL
Albert F. Argenziano School at Lincoln Park (02740087)

GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
70% - Substantial progress toward targets	51

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	88%	58%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	70%
	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	2	4	-	3	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	60.0	5	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	4	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		5.4	9.6	-	4.5	7.6	-
Percentage of possible points		56%		-	59%		-
2026 Annual criterion-referenced target percentage		58%

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	3	4	-	4	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	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		7.7	9.6	-	7.2	7.6	-
Percentage of possible points		80%		-	95%		-
2025 Annual criterion-referenced target percentage		88%

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	69%	54%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	60%
	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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	2	4	-
	Achievement total	6	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		5.6	10.3	-
Percentage of possible points		54%		-
2026 Annual criterion-referenced target percentage		54%

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	2	4	-
	Science achievement	4	4	-
	Achievement total	8	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		7.1	10.3	-
Percentage of possible points		69%		-
2025 Annual criterion-referenced target percentage		69%

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	494.2	495.4	1.2	498.1	319	2	Recovery Path: Improved Below Target
Lowest Performing	459.0	463.6	4.6	464.1	59	3	Path Forward: Met Target
High Needs	477.6	479.4	1.8	480.5	176	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	472.2	477.2	5.0	473.9	108	4	Recovery Path: Exceeded Target
Low Income	475.2	477.6	2.4	477.6	121	3	Recovery Path: Met Target
Students with Disabilities	471.7	474.7	3.0	473.5	72	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	499.8	503.4	3.6	502.9	22	3	Path Forward: Met Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	473.8	477.1	3.3	478.0	102	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	511.0	507.5	-3.5	513.3	22	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	507.9	506.1	-1.8	510.3	158	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	488.9	491.9	3.0	491.3	320	4	Recovery Path: Exceeded Target
Lowest Performing	460.8	463.4	2.6	465.0	59	2	Recovery Path: Improved Below Target
High Needs	475.6	477.5	1.9	478.3	179	2	Path Forward: Improved Below Target
English Learners and Former English Learners	471.8	476.7	4.9	475.3	111	4	Path Forward: Exceeded Target
Low Income	472.9	475.3	2.4	474.9	123	3	Recovery Path: Met Target
Students with Disabilities	470.9	472.1	1.2	474.3	73	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	502.0	503.5	1.5	506.0	22	2	Path Forward: Improved Below Target
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	470.9	474.7	3.8	473.6	102	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	504.0	504.1	0.1	506.5	22	2	Path Forward: Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	499.7	501.3	1.6	501.5	158	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	493.0	491.6	-1.4	494.8	102	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	23	-	-
High Needs	477.9	478.3	0.4	481.7	63	2	Path Forward: Improved Below Target
English Learners and Former English Learners	470.8	474.2	3.4	474.9	38	2	Path Forward: Improved Below Target
Low Income	473.4	474.2	0.8	477.4	50	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	28	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	471.2	476.0	4.8	473.0	36	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.3	503.9	0.6	507.0	43	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.8	253	3	Typical Growth - High
Lowest Performing	52.2	59	3	Typical Growth - High
High Needs	54.6	141	3	Typical Growth - High
English Learners and Former English Learners	59.2	83	3	Typical Growth - High
Low Income	53.8	99	3	Typical Growth - High
Students with Disabilities	53.5	63	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	17	-	-
Black or African American	-	12	-	-
Hispanic or Latino	56.5	81	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	47.9	123	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.0	253	3	Typical Growth - High
Lowest Performing	46.5	59	2	Typical Growth - Low
High Needs	50.0	143	3	Typical Growth - High
English Learners and Former English Learners	53.6	85	3	Typical Growth - High
Low Income	48.6	100	2	Typical Growth - Low
Students with Disabilities	46.7	64	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	18	-	-
Black or African American	-	12	-	-
Hispanic or Latino	54.8	81	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	54.8	122	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	44.0	66.7	22.7	49.4	108	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	44.0	66.7	22.7	49.4	108	4	Exceeded 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	11.2	10.7	-0.5	9.7	478	2	Improved Below Target
Lowest Performing	11.1	15.3	4.2	6.5	59	0	Declined
High Needs	15.4	15.2	-0.2	13.0	269	2	Improved Below Target
English Learners and Former English Learners	19.3	17.7	-1.6	15.8	175	2	Improved Below Target
Low Income	16.1	18.3	2.2	12.9	197	0	Declined
Students with Disabilities	8.8	15.8	7.0	5.2	101	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	7.9	12.9	5.0	4.6	31	0	Declined
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	19.0	21.3	2.3	14.8	164	0	Declined
Multi-Race, Not Hispanic or Latino	5.6	2.4	-3.2	4.1	41	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	7.1	5.0	-2.1	5.3	219	4	Exceeded 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	336	331	99	Yes	1	335	332	99	Yes	1	106	104	98	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	190	186	190	189	66	65	446	440	99	Yes	1
English Learners and Former English Learners	119	115	119	118	41	40	279	273	98	Yes	1
Low Income	132	129	132	131	52	51	316	311	98	Yes	1
Students with Disabilities	75	74	75	75	28	28	178	177	99	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	22	22	22	22	10	10	54	54	100	Yes	1
Black or African American	14	13	14	14	9	9	37	-	-	-	-
Hispanic or Latino	109	107	108	107	38	37	255	251	98	Yes	1
Multi-Race, Not Hispanic or Latino	22	22	22	22	4	4	48	48	100	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	167	165	167	165	45	44	379	374	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