Massachusetts School and District Profiles

McCarthy-Towne School

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2026

Accountability Report

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2026 Official Accountability Report - McCarthy-Towne School

Organization Information

DISTRICT NAME
Acton-Boxborough (06000000)

TITLE I STATUS
Title I School

SCHOOL
McCarthy-Towne School (06000015)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
41% - Moderate 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	52%	33%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	41%
	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	-	0	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	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	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		2.9	9.6	-	2.7	7.6	-
Percentage of possible points		30%		-	36%		-
2026 Annual criterion-referenced target percentage		33%

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	-	2	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	3	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	4	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		3.4	9.6	-	5.2	7.6	-
Percentage of possible points		35%		-	68%		-
2025 Annual criterion-referenced target percentage		52%

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	46%	15%
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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	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		1.5	10.3	-
Percentage of possible points		15%		-
2026 Annual criterion-referenced target percentage		15%

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	0	4	-
	Science achievement	4	4	-
	Achievement total	5	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		4.7	10.3	-
Percentage of possible points		46%		-
2025 Annual criterion-referenced target percentage		46%

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	499.7	496.9	-2.8	502.0	230	0	Recovery Path: Declined
Lowest Performing	475.6	474.0	-1.6	480.7	37	0	Path Forward: Declined
High Needs	485.5	483.0	-2.5	488.2	91	0	Recovery Path: Declined
English Learners and Former English Learners	485.6	485.8	0.2	489.8	36	2	Recovery Path: Improved Below Target
Low Income	482.1	482.7	0.6	484.7	38	2	Recovery Path: Improved Below Target
Students with Disabilities	479.5	475.1	-4.4	482.5	55	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	479.0	482.4	3.4	482.2	36	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.3	499.3	-5.0	506.6	164	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	499.6	499.7	0.1	501.7	229	2	Path Forward: Improved Below Target
Lowest Performing	472.5	475.3	2.8	476.2	37	2	Recovery Path: Improved Below Target
High Needs	487.2	485.6	-1.6	489.1	90	0	Recovery Path: Declined
English Learners and Former English Learners	490.4	491.1	0.7	493.4	36	2	Recovery Path: Improved Below Target
Low Income	482.0	483.5	1.5	484.4	38	2	Recovery Path: Improved Below Target
Students with Disabilities	482.5	477.7	-4.8	485.8	54	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	482.8	486.8	4.0	486.0	36	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.4	502.2	-0.2	504.5	163	1	Path Forward: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	501.0	500.0	-1.0	503.7	57	0	Path Forward: Declined
Lowest Performing	-	-	-	-	16	-	-
High Needs	494.3	485.8	-8.5	497.7	22	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.1	505.1	-2.0	510.1	36	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.6	157	2	Typical Growth - Low
Lowest Performing	42.8	37	2	Typical Growth - Low
High Needs	43.4	62	2	Typical Growth - Low
English Learners and Former English Learners	50.7	27	3	Typical Growth - High
Low Income	47.6	29	2	Typical Growth - Low
Students with Disabilities	32.8	33	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	10	-	-
Black or African American	-	4	-	-
Hispanic or Latino	44.9	26	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.7	108	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.7	157	3	Typical Growth - High
Lowest Performing	44.9	37	2	Typical Growth - Low
High Needs	57.3	62	3	Typical Growth - High
English Learners and Former English Learners	67.6	27	4	Exceeded Typical Growth
Low Income	57.6	29	3	Typical Growth - High
Students with Disabilities	49.9	33	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	10	-	-
Black or African American	-	4	-	-
Hispanic or Latino	55.4	26	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.2	108	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	72.7	78.4	5.7	76.7	37	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	72.7	78.4	5.7	76.7	37	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	10.1	6.8	-3.3	8.8	370	4	Exceeded Target
Lowest Performing	20.5	8.1	-12.4	17.0	37	4	Exceeded Target
High Needs	17.0	12.3	-4.7	14.4	154	4	Exceeded Target
English Learners and Former English Learners	18.3	16.4	-1.9	15.3	73	2	Improved Below Target
Low Income	22.8	10.3	-12.5	19.1	68	4	Exceeded Target
Students with Disabilities	13.0	13.0	0.0	9.7	77	1	No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	32	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	17.2	14.8	-2.4	13.5	54	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	8.8	4.4	-4.4	7.4	251	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	243	239	98	Yes	1	243	238	98	Yes	1	60	60	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	99	96	99	95	25	25	223	216	97	Yes	1
English Learners and Former English Learners	41	41	41	41	13	13	95	95	100	Yes	1
Low Income	38	38	38	38	13	13	89	89	100	Yes	1
Students with Disabilities	58	55	58	54	13	13	129	122	95	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	18	18	18	18	4	4	40	-	-	-	-
Black or African American	5	5	5	5	2	2	12	-	-	-	-
Hispanic or Latino	37	36	37	36	11	11	85	83	98	Yes	1
Multi-Race, Not Hispanic or Latino	11	11	11	11	5	5	27	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	172	169	172	168	38	38	382	375	98	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