Massachusetts School and District Profiles

Margaret A Neary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Margaret A Neary

Organization Information

DISTRICT NAME
Southborough (02760000)

TITLE I STATUS
Non-Title I School

SCHOOL
Margaret A Neary (02760020)

GRADES SERVED
04,05

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
80% - Meeting or exceeding targets	89

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	84%	77%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	80%
	Meeting or exceeding 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	-	3	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		9.2	10.3	-	4.9	7.6	-
Percentage of possible points		89%		-	65%		-
2026 Annual criterion-referenced target percentage		77%

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	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	67.5	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	5	8	22.5	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	2	4	10.0
Weighted total		8.8	10.3	-	6.3	7.6	-
Percentage of possible points		85%		-	83%		-
2025 Annual criterion-referenced target percentage		84%

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	75%	53%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	62%
	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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	0	4	-
	Achievement total	6	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		5.5	10.3	-
Percentage of possible points		53%		-
2026 Annual criterion-referenced target percentage		53%

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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	3	4	-
	Achievement total	9	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		7.7	10.3	-
Percentage of possible points		75%		-
2025 Annual criterion-referenced target percentage		75%

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	507.8	509.1	1.3	510.9	261	4	Recovery Path: Exceeded Target
Lowest Performing	481.6	484.2	2.6	486.7	30	2	Path Forward: Improved Below Target
High Needs	494.5	495.3	0.8	496.6	69	3	Recovery Path: Met Target
English Learners and Former English Learners	499.7	501.5	1.8	502.1	36	3	Recovery Path: Met Target
Low Income	-	-	-	-	24	-	-
Students with Disabilities	484.0	483.7	-0.3	486.9	38	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	513.7	513.1	-0.6	517.0	72	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	505.5	508.9	3.4	508.2	161	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	515.1	514.1	-1.0	516.6	261	4	Path Forward: Exceeded Target
Lowest Performing	490.0	494.1	4.1	495.1	30	3	Path Forward: Met Target
High Needs	503.6	501.4	-2.2	505.7	70	3	Recovery Path: Met Target
English Learners and Former English Learners	510.4	510.4	0.0	513.4	36	3	Path Forward: Met Target
Low Income	-	-	-	-	24	-	-
Students with Disabilities	493.4	488.7	-4.7	495.6	39	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	523.2	522.4	-0.8	526.2	72	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	512.5	512.5	0.0	513.7	161	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	513.0	508.8	-4.2	514.5	126	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	30	-	-
High Needs	501.5	494.1	-7.4	503.6	36	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	495.6	484.2	-11.4	499.8	20	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	519.5	512.7	-6.8	521.7	34	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	509.7	508.2	-1.5	511.9	79	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.5	258	3	Typical Growth - High
Lowest Performing	42.1	30	2	Typical Growth - Low
High Needs	47.4	68	2	Typical Growth - Low
English Learners and Former English Learners	48.9	35	2	Typical Growth - Low
Low Income	-	23	-	-
Students with Disabilities	41.3	38	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	54.4	72	3	Typical Growth - High
Black or African American	-	3	-	-
Hispanic or Latino	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	55.6	160	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.9	257	3	Typical Growth - High
Lowest Performing	51.0	30	3	Typical Growth - High
High Needs	52.4	69	3	Typical Growth - High
English Learners and Former English Learners	59.4	36	3	Typical Growth - High
Low Income	-	24	-	-
Students with Disabilities	45.7	38	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	58.9	72	3	Typical Growth - High
Black or African American	-	3	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	51.2	158	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	-	-	-	-	-	-	-
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	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	7.9	5.3	-2.6	6.8	266	4	Exceeded Target
Lowest Performing	6.7	3.3	-3.4	3.4	30	4	Exceeded Target
High Needs	12.0	9.7	-2.3	9.9	72	3	Met Target
English Learners and Former English Learners	12.8	10.5	-2.3	9.8	38	2	Improved Below Target
Low Income	-	-	-	-	26	-	-
Students with Disabilities	12.8	10.3	-2.5	10.3	39	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	14.5	8.3	-6.2	12.4	72	4	Exceeded Target
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	21	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	4.1	3.1	-1.0	2.9	163	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	267	265	99	Yes	1	267	265	99	Yes	1	128	127	99	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	74	73	74	74	37	37	185	184	99	Yes	1
English Learners and Former English Learners	39	39	39	39	20	20	98	98	100	Yes	1
Low Income	26	26	26	26	14	14	66	66	100	Yes	1
Students with Disabilities	40	39	40	40	20	20	100	99	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	72	72	72	72	34	34	178	178	100	Yes	1
Black or African American	3	3	3	3	0	0	6	-	-	-	-
Hispanic or Latino	21	21	21	21	11	11	53	53	100	Yes	1
Multi-Race, Not Hispanic or Latino	7	7	7	7	2	2	16	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	163	161	163	161	80	79	406	401	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