Massachusetts School and District Profiles

Merriam School

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2026

Accountability Report

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2026 Official Accountability Report - Merriam School

Organization Information

DISTRICT NAME
Acton-Boxborough (06000000)

TITLE I STATUS
Non-Title I School

SCHOOL
Merriam School (06000010)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Low Income

Progress toward improvement targets	Accountability percentile
49% - Moderate progress toward targets	67

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	45%	52%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	49%
	Moderate 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	0	4	-	4	4	-
	Mathematics achievement	0	4	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	7	8	67.5
Growth	English language arts growth	2	4	-	4	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	20.0	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	3	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		1.5	9.6	-	6.7	7.6	-
Percentage of possible points		16%		-	88%		-
2026 Annual criterion-referenced target percentage		52%

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	0	4	-	0	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	6	12	60.0	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	0	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		5.0	9.6	-	2.9	7.6	-
Percentage of possible points		52%		-	38%		-
2025 Annual criterion-referenced target percentage		45%

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	29%	26%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	27%
	Moderate 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	0	4	-
	Achievement total	2	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		2.7	10.3	-
Percentage of possible points		26%		-
2026 Annual criterion-referenced target percentage		26%

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	0	4	-
	Mathematics achievement	1	4	-
	Science achievement	-	-	-
	Achievement total	1	8	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		2.2	7.6	-
Percentage of possible points		29%		-
2025 Annual criterion-referenced target percentage		29%

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	500.8	497.9	-2.9	503.6	225	0	Recovery Path: Declined
Lowest Performing	475.9	482.1	6.2	481.2	43	4	Recovery Path: Exceeded Target
High Needs	485.0	485.9	0.9	487.9	78	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	485.5	485.3	-0.2	487.9	43	1	Recovery Path: No Change
Low Income	478.0	476.9	-1.1	480.1	24	0	Path Forward: Declined
Students with Disabilities	480.8	483.1	2.3	483.5	40	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	503.4	500.6	-2.8	505.7	39	0	Recovery Path: Declined
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.3	499.6	-2.7	504.7	140	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	504.2	498.8	-5.4	506.5	228	0	Recovery Path: Declined
Lowest Performing	477.2	482.0	4.8	481.8	43	3	Recovery Path: Met Target
High Needs	491.3	487.5	-3.8	493.1	80	0	Recovery Path: Declined
English Learners and Former English Learners	494.1	486.8	-7.3	496.7	43	0	Recovery Path: Declined
Low Income	484.3	475.4	-8.9	486.2	25	0	Recovery Path: Declined
Students with Disabilities	487.8	483.7	-4.1	491.0	42	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	512.9	509.2	-3.7	515.9	39	3	Path Forward: Met Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.8	498.5	-5.3	505.8	143	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	505.3	501.0	-4.3	507.5	57	0	Path Forward: Declined
Lowest Performing	-	-	-	-	16	-	-
High Needs	492.7	489.2	-3.5	496.2	23	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	-	-	-	-	4	-	-
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.4	504.7	-2.7	509.6	33	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.3	177	2	Typical Growth - Low
Lowest Performing	60.0	43	4	Exceeded Typical Growth
High Needs	49.8	58	2	Typical Growth - Low
English Learners and Former English Learners	51.7	28	3	Typical Growth - High
Low Income	-	13	-	-
Students with Disabilities	52.0	34	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	50.9	32	3	Typical Growth - High
Black or African American	-	6	-	-
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.9	113	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.6	180	2	Typical Growth - Low
Lowest Performing	55.9	43	3	Typical Growth - High
High Needs	48.0	60	2	Typical Growth - Low
English Learners and Former English Learners	39.1	29	1	Low Growth
Low Income	-	14	-	-
Students with Disabilities	52.9	35	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	53.9	32	3	Typical Growth - High
Black or African American	-	6	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.4	115	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	56.3	58.1	1.8	60.3	31	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	56.3	58.1	1.8	60.3	31	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	6.8	3.4	-3.4	5.7	328	4	Exceeded Target
Lowest Performing	6.8	0.0	-6.8	3.5	43	4	Exceeded Target
High Needs	11.3	4.2	-7.1	9.2	119	4	Exceeded Target
English Learners and Former English Learners	15.6	6.0	-9.6	12.6	67	4	Exceeded Target
Low Income	16.3	4.1	-12.2	12.0	49	4	Exceeded Target
Students with Disabilities	8.5	1.9	-6.6	6.0	53	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	3.1	1.8	-1.3	1.0	57	4	Exceeded Target
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	-	-	-	-	34	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.7	3.0	-2.7	4.5	198	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	238	230	97	Yes	1	238	233	98	Yes	1	63	60	95	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	85	81	85	83	26	24	196	188	96	Yes	1
English Learners and Former English Learners	46	46	46	46	12	12	104	104	100	Yes	1
Low Income	27	25	27	26	6	5	60	56	93	No	1
Students with Disabilities	43	40	43	42	15	14	101	96	95	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	44	44	44	44	15	15	103	103	100	Yes	1
Black or African American	8	8	8	8	4	4	20	-	-	-	-
Hispanic or Latino	19	19	19	19	3	3	41	-	-	-	-
Multi-Race, Not Hispanic or Latino	20	19	20	19	5	5	45	43	96	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	147	140	147	143	36	33	330	316	96	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