Massachusetts School and District Profiles

Swanson Road Intermediate School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Swanson Road Intermediate School

Organization Information

DISTRICT NAME
Auburn (00170000)

TITLE I STATUS
Title I School

SCHOOL
Swanson Road Intermediate School (00170030)

GRADES SERVED
03,04,05

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
48% - Moderate progress toward targets	56

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	33%	58%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	48%
	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	2	4	-	3	4	-
	Mathematics achievement	2	4	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	2	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		4.2	9.6	-	5.4	7.6	-
Percentage of possible points		44%		-	71%		-
2026 Annual criterion-referenced target percentage		58%

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	1	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	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	1	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	2	4	10.0
Weighted total		1.7	10.3	-	3.8	7.6	-
Percentage of possible points		17%		-	50%		-
2025 Annual criterion-referenced target percentage		33%

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	11%	58%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	39%
	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	2	4	-
	Science achievement	3	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%		-
2026 Annual criterion-referenced target percentage		58%

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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	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		1.1	10.3	-
Percentage of possible points		11%		-
2025 Annual criterion-referenced target percentage		11%

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	496.0	496.3	0.3	499.2	533	2	Recovery Path: Improved Below Target
Lowest Performing	468.2	473.5	5.3	473.3	84	3	Recovery Path: Met Target
High Needs	486.6	487.1	0.5	489.3	237	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	486.0	482.5	-3.5	489.6	43	0	Recovery Path: Declined
Low Income	489.5	488.8	-0.7	492.3	164	0	Recovery Path: Declined
Students with Disabilities	473.6	476.2	2.6	475.8	102	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	22	-	-
Black or African American	-	-	-	-	29	-	-
Hispanic or Latino	488.3	491.6	3.3	491.7	71	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.8	497.1	0.3	499.3	395	2	Recovery Path: Improved Below 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	497.4	1.0	498.5	530	2	Recovery Path: Improved Below Target
Lowest Performing	471.1	475.1	4.0	475.6	84	3	Recovery Path: Met Target
High Needs	487.0	487.5	0.5	489.6	236	2	Path Forward: Improved Below Target
English Learners and Former English Learners	484.7	483.4	-1.3	487.2	43	0	Recovery Path: Declined
Low Income	489.2	489.0	-0.2	491.6	163	1	Path Forward: No Change
Students with Disabilities	474.4	478.2	3.8	477.7	102	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	22	-	-
Black or African American	-	-	-	-	29	-	-
Hispanic or Latino	489.5	490.3	0.8	492.3	69	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.3	498.4	1.1	499.5	394	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	498.9	498.2	-0.7	501.2	181	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	39	-	-
High Needs	485.9	489.5	3.6	489.3	75	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	487.9	491.7	3.8	490.5	56	4	Recovery Path: Exceeded Target
Students with Disabilities	474.6	477.7	3.1	479.1	29	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	497.1	479.0	-18.1	502.2	20	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.6	500.6	1.0	501.7	139	2	Recovery Path: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.6	348	3	Typical Growth - High
Lowest Performing	51.7	84	3	Typical Growth - High
High Needs	47.5	152	2	Typical Growth - Low
English Learners and Former English Learners	40.0	27	2	Typical Growth - Low
Low Income	44.9	111	2	Typical Growth - Low
Students with Disabilities	46.3	62	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	16	-	-
Black or African American	-	19	-	-
Hispanic or Latino	53.5	46	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.4	253	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.3	347	2	Typical Growth - Low
Lowest Performing	48.1	84	2	Typical Growth - Low
High Needs	46.7	152	2	Typical Growth - Low
English Learners and Former English Learners	52.2	27	3	Typical Growth - High
Low Income	44.9	111	2	Typical Growth - Low
Students with Disabilities	45.8	62	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	16	-	-
Black or African American	-	19	-	-
Hispanic or Latino	46.0	45	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.1	253	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	25.0	59.1	34.1	29.0	22	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	25.0	59.1	34.1	29.0	22	4	Exceeded 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	9.5	5.6	-3.9	8.2	550	4	Exceeded Target
Lowest Performing	12.8	11.9	-0.9	9.3	84	2	Improved Below Target
High Needs	14.0	9.3	-4.7	11.4	247	4	Exceeded Target
English Learners and Former English Learners	9.6	10.6	1.0	6.6	47	0	Declined
Low Income	17.6	11.6	-6.0	13.9	173	4	Exceeded Target
Students with Disabilities	12.3	11.5	-0.8	9.0	104	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	23	-	-
Black or African American	-	-	-	-	30	-	-
Hispanic or Latino	18.4	16.7	-1.7	14.7	78	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.3	4.0	-3.3	5.9	403	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	541	541	100	Yes	1	541	539	100	Yes	1	183	183	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	242	242	242	242	76	76	560	560	100	Yes	1
English Learners and Former English Learners	44	44	44	44	10	10	98	98	100	Yes	1
Low Income	167	167	167	167	57	57	391	391	100	Yes	1
Students with Disabilities	103	103	103	103	29	29	235	235	100	Yes	1
American Indian or Alaska Native	2	2	2	2	1	1	5	-	-	-	-
Asian	22	22	22	22	9	9	53	53	100	Yes	1
Black or African American	29	29	29	29	6	6	64	64	100	Yes	1
Hispanic or Latino	74	74	74	73	21	21	169	168	99	Yes	1
Multi-Race, Not Hispanic or Latino	14	14	14	14	6	6	34	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	400	400	400	399	140	140	940	939	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