Massachusetts School and District Profiles

Frederick C Murphy

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Frederick C Murphy

Organization Information

DISTRICT NAME
Weymouth (03360000)

TITLE I STATUS
Title I School

SCHOOL
Frederick C Murphy (03360050)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

School of Recognition

Progress toward improvement targets	Accountability percentile
63% - Substantial progress toward targets	57

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	60%	65%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	63%
	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	-	2	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	20.0	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	0	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		8.0	9.6	-	3.6	7.6	-
Percentage of possible points		83%		-	47%		-
2026 Annual criterion-referenced target percentage		65%

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	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		7.0	9.6	-	3.6	7.6	-
Percentage of possible points		73%		-	47%		-
2025 Annual criterion-referenced target percentage		60%

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%	51%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	54%
	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	0	4	-
	Science achievement	4	4	-
	Achievement total	6	12	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		5.2	10.3	-
Percentage of possible points		51%		-
2026 Annual criterion-referenced target percentage		51%

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	2	4	-
	Science achievement	2	4	-
	Achievement total	7	12	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		6.0	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	495.4	498.7	3.3	498.3	131	3	Recovery Path: Met Target
Lowest Performing	469.6	472.6	3.0	476.0	20	2	Recovery Path: Improved Below Target
High Needs	484.8	487.1	2.3	487.7	57	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	483.3	488.3	5.0	486.5	48	4	Recovery Path: Exceeded Target
Students with Disabilities	468.6	473.2	4.6	471.1	22	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	488.4	488.6	0.2	490.3	27	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.2	504.0	3.8	502.7	81	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	496.4	500.1	3.7	498.9	131	4	Recovery Path: Exceeded Target
Lowest Performing	466.7	470.0	3.3	473.9	20	2	Recovery Path: Improved Below Target
High Needs	486.2	485.4	-0.8	488.8	57	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	484.3	486.8	2.5	486.7	48	3	Recovery Path: Met Target
Students with Disabilities	466.7	465.0	-1.7	470.0	22	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	491.1	487.9	-3.2	493.9	27	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.5	505.9	5.4	502.6	81	4	Path Forward: 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	492.7	499.0	6.3	495.4	41	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	10	-	-
High Needs	480.4	485.1	4.7	483.8	20	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.7	507.3	12.6	497.7	21	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.0	89	3	Typical Growth - High
Lowest Performing	46.6	20	2	Typical Growth - Low
High Needs	49.4	43	2	Typical Growth - Low
English Learners and Former English Learners	-	8	-	-
Low Income	47.8	37	2	Typical Growth - Low
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	8	-	-
Hispanic or Latino	49.6	21	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.2	50	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.2	89	3	Typical Growth - High
Lowest Performing	42.5	20	2	Typical Growth - Low
High Needs	43.6	43	2	Typical Growth - Low
English Learners and Former English Learners	-	8	-	-
Low Income	42.7	37	2	Typical Growth - Low
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	8	-	-
Hispanic or Latino	38.5	21	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.6	50	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	80.0	43.5	-36.5	82.2	23	0	Declined
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	10.6	10.2	-0.4	9.3	225	2	Improved Below Target
Lowest Performing	19.0	20.0	1.0	15.5	20	0	Declined
High Needs	13.2	12.0	-1.2	10.6	108	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	32	-	-
Low Income	13.5	13.2	-0.3	9.8	91	2	Improved Below Target
Students with Disabilities	18.2	12.5	-5.7	14.9	40	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	11.6	14.3	2.7	7.9	42	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	11.0	11.3	0.3	9.6	141	1	No Change

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	133	132	99	Yes	1	133	132	99	Yes	1	42	42	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	59	58	59	58	21	21	139	137	99	Yes	1
English Learners and Former English Learners	12	12	12	12	3	3	27	-	-	-	-
Low Income	50	49	50	49	18	18	118	116	98	Yes	1
Students with Disabilities	24	23	24	23	9	9	57	55	96	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	6	6	6	6	2	2	14	-	-	-	-
Black or African American	11	11	11	11	6	6	28	-	-	-	-
Hispanic or Latino	27	27	27	27	11	11	65	65	100	Yes	1
Multi-Race, Not Hispanic or Latino	7	7	7	7	2	2	16	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	82	81	82	81	21	21	185	183	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