Massachusetts School and District Profiles

Paul P Gates Elementary School

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2026

Accountability Report

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2026 Official Accountability Report - Paul P Gates Elementary School

Organization Information

DISTRICT NAME
Acton-Boxborough (06000000)

TITLE I STATUS
Non-Title I School

SCHOOL
Paul P Gates Elementary School (06000025)

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

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
88% - Meeting or exceeding targets	95

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	86%	90%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	88%
	Meeting or exceeding 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	4	4	-	3	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	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	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		9.0	9.6	-	6.5	7.6	-
Percentage of possible points		94%		-	86%		-
2026 Annual criterion-referenced target percentage		90%

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	4	4	-	3	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	6	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		9.2	9.6	-	5.8	7.6	-
Percentage of possible points		96%		-	76%		-
2025 Annual criterion-referenced target percentage		86%

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	95%	76%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	84%
	Meeting or exceeding 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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	-	-	-
	Achievement total	6	8	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		5.8	7.6	-
Percentage of possible points		76%		-
2026 Annual criterion-referenced target percentage		76%

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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	-	-	-
	Achievement total	8	8	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		7.2	7.6	-
Percentage of possible points		95%		-
2025 Annual criterion-referenced target percentage		95%

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	518.0	513.7	-4.3	520.5	213	4	Recovery Path: Exceeded Target
Lowest Performing	491.8	493.6	1.8	496.7	35	3	Recovery Path: Met Target
High Needs	507.6	501.5	-6.1	510.3	82	3	Recovery Path: Met Target
English Learners and Former English Learners	511.7	504.3	-7.4	515.1	50	3	Recovery Path: Met Target
Low Income	494.7	494.9	0.2	496.8	22	3	Path Forward: Met Target
Students with Disabilities	492.3	485.0	-7.3	497.6	28	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	523.0	518.3	-4.7	525.2	133	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	512.3	504.4	-7.9	515.3	43	3	Recovery Path: 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	521.1	519.4	-1.7	522.6	214	4	Path Forward: Exceeded Target
Lowest Performing	488.8	494.2	5.4	493.3	35	4	Recovery Path: Exceeded Target
High Needs	511.1	507.7	-3.4	513.6	83	3	Path Forward: Met Target
English Learners and Former English Learners	515.4	514.2	-1.2	518.4	50	4	Recovery Path: Exceeded Target
Low Income	495.9	493.7	-2.2	498.3	22	0	Path Forward: Declined
Students with Disabilities	490.0	489.9	-0.1	493.1	29	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	528.4	527.5	-0.9	531.4	133	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.6	504.7	-4.9	511.3	44	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	517.0	528.3	11.3	519.2	40	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	8	-	-
High Needs	-	-	-	-	10	-	-
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	2	-	-
Students with Disabilities	-	-	-	-	3	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	523.1	531.6	8.5	525.3	30	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	8	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.1	146	3	Typical Growth - High
Lowest Performing	53.3	35	3	Typical Growth - High
High Needs	51.3	50	3	Typical Growth - High
English Learners and Former English Learners	46.4	29	2	Typical Growth - Low
Low Income	-	16	-	-
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	-	-	-
Asian	56.5	93	3	Typical Growth - High
Black or African American	-	3	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.3	27	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.0	147	4	Exceeded Typical Growth
Lowest Performing	56.9	35	3	Typical Growth - High
High Needs	55.0	51	3	Typical Growth - High
English Learners and Former English Learners	51.7	29	3	Typical Growth - High
Low Income	-	16	-	-
Students with Disabilities	-	17	-	-
American Indian or Alaska Native	-	-	-	-
Asian	64.4	93	4	Exceeded Typical Growth
Black or African American	-	3	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.7	28	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	77.4	57.6	-19.8	82.8	33	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	77.4	57.6	-19.8	82.8	33	0	Declined
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	9.7	6.0	-3.7	8.6	348	4	Exceeded Target
Lowest Performing	10.8	5.7	-5.1	7.5	35	4	Exceeded Target
High Needs	12.6	5.6	-7.0	10.5	144	4	Exceeded Target
English Learners and Former English Learners	13.5	3.4	-10.1	10.5	89	4	Exceeded Target
Low Income	23.8	11.8	-12.0	19.5	51	4	Exceeded Target
Students with Disabilities	16.7	4.0	-12.7	14.2	50	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	11.2	7.6	-3.6	9.1	197	4	Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	24	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	30	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.4	2.3	-3.1	4.2	87	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	219	219	100	Yes	1	220	220	100	Yes	1	41	41	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	88	88	89	89	11	11	188	188	100	Yes	1
English Learners and Former English Learners	55	55	55	55	7	7	117	117	100	Yes	1
Low Income	26	26	26	26	3	3	55	55	100	Yes	1
Students with Disabilities	28	28	29	29	3	3	60	60	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	134	134	134	134	30	30	298	298	100	Yes	1
Black or African American	6	6	6	6	0	0	12	-	-	-	-
Hispanic or Latino	15	15	15	15	2	2	32	-	-	-	-
Multi-Race, Not Hispanic or Latino	21	21	21	21	1	1	43	43	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	43	43	44	44	8	8	95	95	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