Massachusetts School and District Profiles

Douglas MacArthur Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Douglas MacArthur Elementary School

Organization Information

DISTRICT NAME
Waltham (03080000)

TITLE I STATUS
Non-Title I School

SCHOOL
Douglas MacArthur Elementary School (03080032)

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

REGION
Coastal

FEDERAL DESIGNATION
-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	73%	67%
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	3	4	-	4	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	8	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		4.3	9.6	-	6.8	7.6	-
Percentage of possible points		45%		-	90%		-
2026 Annual criterion-referenced target percentage		67%

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	-	3	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	60.0	7	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	8	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	3	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		5.9	9.6	-	6.4	7.6	-
Percentage of possible points		62%		-	84%		-
2025 Annual criterion-referenced target percentage		73%

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	58%	52%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	55%
	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.4	10.3	-
Percentage of possible points		52%		-
2026 Annual criterion-referenced target percentage		52%

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	4	4	-
	Science achievement	0	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	7	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		6.0	10.3	-
Percentage of possible points		58%		-
2025 Annual criterion-referenced target percentage		58%

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	495.5	497.0	1.5	497.3	272	3	Recovery Path: Met Target
Lowest Performing	468.6	474.7	6.1	473.7	43	4	Path Forward: Exceeded Target
High Needs	482.0	482.9	0.9	484.8	122	2	Path Forward: Improved Below Target
English Learners and Former English Learners	469.0	470.2	1.2	472.4	47	2	Recovery Path: Improved Below Target
Low Income	479.4	480.8	1.4	481.7	92	2	Path Forward: Improved Below Target
Students with Disabilities	474.5	474.0	-0.5	477.4	58	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	19	-	-
Black or African American	-	-	-	-	26	-	-
Hispanic or Latino	475.8	477.9	2.1	477.7	65	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	504.0	505.4	1.4	506.0	145	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	495.2	494.9	-0.3	497.3	272	1	Path Forward: No Change
Lowest Performing	466.4	474.3	7.9	471.5	43	4	Path Forward: Exceeded Target
High Needs	482.3	482.7	0.4	484.9	122	2	Path Forward: Improved Below Target
English Learners and Former English Learners	469.3	473.8	4.5	472.9	47	4	Path Forward: Exceeded Target
Low Income	478.5	479.6	1.1	480.9	92	2	Path Forward: Improved Below Target
Students with Disabilities	473.0	474.3	1.3	476.3	58	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	19	-	-
Black or African American	-	-	-	-	26	-	-
Hispanic or Latino	474.8	478.3	3.5	477.6	65	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	504.2	503.2	-1.0	506.3	145	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	489.1	484.3	-4.8	491.8	91	0	Path Forward: Declined
Lowest Performing	-	-	-	-	17	-	-
High Needs	474.2	474.6	0.4	477.6	45	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	467.4	469.9	2.5	470.8	33	2	Path Forward: Improved Below Target
Students with Disabilities	468.3	469.2	0.9	472.8	23	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	25	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.7	490.7	-7.0	500.7	51	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	60.2	182	4	Exceeded Typical Growth
Lowest Performing	52.1	43	3	Typical Growth - High
High Needs	54.5	87	3	Typical Growth - High
English Learners and Former English Learners	42.3	31	2	Typical Growth - Low
Low Income	51.4	62	3	Typical Growth - High
Students with Disabilities	49.1	46	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	14	-	-
Black or African American	-	14	-	-
Hispanic or Latino	45.0	45	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	63.2	98	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	63.1	182	4	Exceeded Typical Growth
Lowest Performing	59.7	43	3	Typical Growth - High
High Needs	59.0	87	3	Typical Growth - High
English Learners and Former English Learners	51.5	31	3	Typical Growth - High
Low Income	57.0	62	3	Typical Growth - High
Students with Disabilities	58.0	46	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	14	-	-
Black or African American	-	14	-	-
Hispanic or Latino	57.5	45	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	65.6	98	4	Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	38.3	45.0	6.7	42.3	60	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	38.3	45.0	6.7	42.3	60	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	5.8	7.1	1.3	4.5	465	0	Declined
Lowest Performing	7.0	11.6	4.6	3.5	43	0	Declined
High Needs	9.0	12.9	3.9	6.4	210	0	Declined
English Learners and Former English Learners	8.3	11.1	2.8	5.3	81	0	Declined
Low Income	10.1	14.5	4.4	6.4	166	0	Declined
Students with Disabilities	9.8	12.5	2.7	6.5	80	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	32	-	-
Black or African American	-	-	-	-	58	-	-
Hispanic or Latino	9.7	11.0	1.3	6.0	100	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	2.6	4.4	1.8	1.2	249	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	285	285	100	Yes	1	286	286	100	Yes	1	94	94	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	135	135	136	136	48	48	319	319	100	Yes	1
English Learners and Former English Learners	53	53	53	53	15	15	121	121	100	Yes	1
Low Income	103	103	103	103	36	36	242	242	100	Yes	1
Students with Disabilities	60	60	61	61	23	23	144	144	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	20	20	20	20	6	6	46	46	100	Yes	1
Black or African American	32	32	32	32	9	9	73	73	100	Yes	1
Hispanic or Latino	68	68	68	68	25	25	161	161	100	Yes	1
Multi-Race, Not Hispanic or Latino	16	16	16	16	2	2	34	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	147	147	148	148	52	52	347	347	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