Massachusetts School and District Profiles

Paxton Center

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Paxton Center

Organization Information

DISTRICT NAME
Wachusett (07750000)

TITLE I STATUS
Title I School

SCHOOL
Paxton Center (07750040)

GRADES SERVED
K,01,02,03,04,05,06,07,08

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
35% - Moderate 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	48%	26%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	35%
	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	1	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	67.5	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	22.5	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		2.0	10.3	-	2.5	7.6	-
Percentage of possible points		19%		-	33%		-
2026 Annual criterion-referenced target percentage		26%

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	-	2	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	5	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	22.5	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	0	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	3	4	10.0
Weighted total		4.5	10.3	-	3.9	7.6	-
Percentage of possible points		44%		-	51%		-
2025 Annual criterion-referenced target percentage		48%

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	42%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	34%
	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	2	4	-
	Science achievement	0	4	-
	Achievement total	2	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		2.9	10.3	-
Percentage of possible points		28%		-
2026 Annual criterion-referenced target percentage		28%

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	0	4	-
	Achievement total	5	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		4.3	10.3	-
Percentage of possible points		42%		-
2025 Annual criterion-referenced target percentage		42%

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	498.1	494.8	-3.3	500.8	289	0	Recovery Path: Declined
Lowest Performing	475.0	474.1	-0.9	480.0	57	0	Recovery Path: Declined
High Needs	486.0	483.7	-2.3	489.0	108	0	Recovery Path: Declined
English Learners and Former English Learners	490.1	493.0	2.9	492.5	23	3	Path Forward: Met Target
Low Income	489.1	486.6	-2.5	491.2	55	0	Recovery Path: Declined
Students with Disabilities	478.4	476.4	-2.0	480.8	62	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	22	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	498.8	496.2	-2.6	501.0	238	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	500.8	500.4	-0.4	503.0	288	1	Recovery Path: No Change
Lowest Performing	476.4	479.9	3.5	480.5	57	2	Recovery Path: Improved Below Target
High Needs	489.2	489.9	0.7	491.3	108	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	496.8	499.5	2.7	499.5	23	3	Recovery Path: Met Target
Low Income	492.2	492.2	0.0	494.6	55	1	Recovery Path: No Change
Students with Disabilities	481.2	481.9	0.7	483.9	62	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	22	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	501.3	501.5	0.2	503.8	237	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	501.6	495.8	-5.8	504.3	90	0	Path Forward: Declined
Lowest Performing	-	-	-	-	27	-	-
High Needs	489.0	486.3	-2.7	492.4	39	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	494.4	489.9	-4.5	497.8	22	0	Path Forward: Declined
Students with Disabilities	484.7	481.0	-3.7	489.2	21	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.2	497.1	-6.1	506.2	78	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.4	228	2	Typical Growth - Low
Lowest Performing	49.9	57	2	Typical Growth - Low
High Needs	47.1	85	2	Typical Growth - Low
English Learners and Former English Learners	-	19	-	-
Low Income	43.6	46	2	Typical Growth - Low
Students with Disabilities	44.1	49	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	5	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	46.1	191	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.4	227	2	Typical Growth - Low
Lowest Performing	50.0	57	3	Typical Growth - High
High Needs	50.8	85	3	Typical Growth - High
English Learners and Former English Learners	-	19	-	-
Low Income	44.7	46	2	Typical Growth - Low
Students with Disabilities	53.1	49	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	5	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	47.1	190	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
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	12.6	10.6	-2.0	11.3	396	4	Exceeded Target
Lowest Performing	6.9	12.3	5.4	3.4	57	0	Declined
High Needs	16.6	10.9	-5.7	14.0	156	4	Exceeded Target
English Learners and Former English Learners	14.7	8.8	-5.9	11.7	34	4	Exceeded Target
Low Income	19.8	11.1	-8.7	16.1	90	4	Exceeded Target
Students with Disabilities	18.4	14.1	-4.3	15.1	78	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	42	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	12.8	11.4	-1.4	11.4	316	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	294	292	99	Yes	1	294	291	99	Yes	1	92	91	99	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	110	110	110	110	41	40	261	260	100	Yes	1
English Learners and Former English Learners	25	25	25	25	13	13	63	63	100	Yes	1
Low Income	57	57	57	57	23	23	137	137	100	Yes	1
Students with Disabilities	62	62	62	62	22	21	146	145	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	9	9	9	9	4	4	22	-	-	-	-
Black or African American	9	9	9	9	3	3	21	-	-	-	-
Hispanic or Latino	22	22	22	22	5	5	49	49	100	Yes	1
Multi-Race, Not Hispanic or Latino	12	12	12	12	1	1	25	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	241	239	241	238	79	78	561	555	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