Massachusetts School and District Profiles

Burgess Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Burgess Elementary

Organization Information

DISTRICT NAME
Sturbridge (02870000)

TITLE I STATUS
Title I School

SCHOOL
Burgess Elementary (02870005)

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

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
58% - Substantial progress toward targets	72

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	57%	59%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	58%
	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	-	2	4	-
	Mathematics achievement	3	4	-	3	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	6	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		5.8	10.3	-	4.7	7.6	-
Percentage of possible points		56%		-	62%		-
2026 Annual criterion-referenced target percentage		59%

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	2	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	8	12	67.5	3	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	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		6.9	10.3	-	3.5	7.6	-
Percentage of possible points		67%		-	46%		-
2025 Annual criterion-referenced target percentage		57%

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	41%	68%
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	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		7.0	10.3	-
Percentage of possible points		68%		-
2026 Annual criterion-referenced target percentage		68%

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	1	4	-
	Mathematics achievement	1	4	-
	Science achievement	2	4	-
	Achievement total	4	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.2	10.3	-
Percentage of possible points		41%		-
2025 Annual criterion-referenced target percentage		41%

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	498.1	498.8	0.7	501.0	455	2	Recovery Path: Improved Below Target
Lowest Performing	474.7	476.5	1.8	481.7	83	2	Recovery Path: Improved Below Target
High Needs	488.0	488.1	0.1	490.3	147	2	Path Forward: Improved Below Target
English Learners and Former English Learners	486.8	486.6	-0.2	489.2	29	1	Path Forward: No Change
Low Income	490.1	491.8	1.7	493.0	93	2	Recovery Path: Improved Below Target
Students with Disabilities	479.2	476.0	-3.2	480.9	66	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	489.5	490.8	1.3	492.6	54	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	503.6	497.8	-5.8	505.0	21	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.1	499.8	0.7	502.3	365	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	501.6	503.6	2.0	503.9	455	3	Recovery Path: Met Target
Lowest Performing	475.0	480.2	5.2	479.9	83	3	Recovery Path: Met Target
High Needs	490.9	491.8	0.9	492.7	147	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	490.5	493.2	2.7	493.5	29	3	Path Forward: Met Target
Low Income	492.2	494.4	2.2	494.4	93	3	Recovery Path: Met Target
Students with Disabilities	480.7	480.7	0.0	483.1	66	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	491.9	494.4	2.5	495.1	54	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	508.4	504.8	-3.6	509.9	21	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.2	504.7	2.5	504.6	365	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	503.1	502.9	-0.2	504.7	106	1	Recovery Path: No Change
Lowest Performing	-	-	-	-	32	-	-
High Needs	490.5	494.6	4.1	494.0	38	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	493.0	494.4	1.4	497.4	28	3	Path Forward: Met Target
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.4	505.5	1.1	505.9	83	3	Recovery Path: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.5	342	3	Typical Growth - High
Lowest Performing	52.4	83	3	Typical Growth - High
High Needs	50.4	107	3	Typical Growth - High
English Learners and Former English Learners	55.9	20	3	Typical Growth - High
Low Income	51.3	69	3	Typical Growth - High
Students with Disabilities	45.0	45	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	9	-	-
Black or African American	-	3	-	-
Hispanic or Latino	52.6	40	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.9	275	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.3	343	3	Typical Growth - High
Lowest Performing	55.3	83	3	Typical Growth - High
High Needs	54.5	108	3	Typical Growth - High
English Learners and Former English Learners	68.0	21	4	Exceeded Typical Growth
Low Income	53.3	69	3	Typical Growth - High
Students with Disabilities	52.4	45	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	9	-	-
Black or African American	-	4	-	-
Hispanic or Latino	57.3	40	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.5	275	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	9.9	7.9	-2.0	8.8	671	4	Exceeded Target
Lowest Performing	5.9	7.2	1.3	2.6	83	0	Declined
High Needs	14.3	13.2	-1.1	12.2	228	2	Improved Below Target
English Learners and Former English Learners	11.9	4.3	-7.6	8.9	46	4	Exceeded Target
Low Income	18.4	15.1	-3.3	14.1	152	2	Improved Below Target
Students with Disabilities	10.0	13.1	3.1	7.5	99	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	16	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	16.8	11.6	-5.2	12.6	86	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	11.8	6.7	-5.1	10.7	30	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	8.6	7.4	-1.2	7.4	524	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	465	463	100	Yes	1	465	464	100	Yes	1	107	107	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	155	153	155	154	39	39	349	346	99	Yes	1
English Learners and Former English Learners	32	31	32	32	8	8	72	71	99	Yes	1
Low Income	100	98	100	99	28	28	228	225	99	Yes	1
Students with Disabilities	67	65	67	66	11	11	145	142	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	11	11	11	11	6	6	28	-	-	-	-
Black or African American	6	6	6	6	2	2	14	-	-	-	-
Hispanic or Latino	57	57	57	57	11	11	125	125	100	Yes	1
Multi-Race, Not Hispanic or Latino	21	21	21	21	5	5	47	47	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	370	368	370	369	83	83	823	820	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