Massachusetts School and District Profiles

Potter Road

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Potter Road

Organization Information

DISTRICT NAME
Framingham (01000000)

TITLE I STATUS
Non-Title I School

SCHOOL
Potter Road (01000039)

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

REGION
Coastal

FEDERAL DESIGNATION
Targeted Support and Improvement (TSI), Additional Targeted Support and Improvement (ATSI)

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
65% - Substantial progress toward targets	22

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	60%	69%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	65%
	Substantial 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	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	5	12	60.0	8	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		4.5	9.6	-	6.9	7.6	-
Percentage of possible points		47%		-	91%		-
2026 Annual criterion-referenced target percentage		69%

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	2	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	3	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		5.1	9.6	-	5.1	7.6	-
Percentage of possible points		53%		-	67%		-
2025 Annual criterion-referenced target percentage		60%

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	58%	54%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	56%
	Substantial 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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	1	4	-
	Achievement total	6	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		5.6	10.3	-
Percentage of possible points		54%		-
2026 Annual criterion-referenced target percentage		54%

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	2	4	-
	Mathematics achievement	3	4	-
	Science achievement	2	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%		-
2025 Annual criterion-referenced target percentage		58%

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	482.5	484.1	1.6	486.0	230	2	Recovery Path: Improved Below Target
Lowest Performing	454.3	461.4	7.1	459.4	36	4	Path Forward: Exceeded Target
High Needs	473.3	476.0	2.7	476.3	160	3	Recovery Path: Met Target
English Learners and Former English Learners	468.3	473.2	4.9	472.2	121	4	Recovery Path: Exceeded Target
Low Income	472.3	474.0	1.7	474.8	126	2	Recovery Path: Improved Below Target
Students with Disabilities	471.5	468.1	-3.4	475.0	51	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	470.7	475.6	4.9	478.4	142	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.1	497.3	-1.8	501.5	71	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	481.0	484.6	3.6	485.3	233	2	Recovery Path: Improved Below Target
Lowest Performing	456.2	466.6	10.4	462.4	36	4	Recovery Path: Exceeded Target
High Needs	474.8	477.0	2.2	478.9	163	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	471.8	474.7	2.9	477.1	123	2	Recovery Path: Improved Below Target
Low Income	473.6	474.6	1.0	477.3	129	2	Recovery Path: Improved Below Target
Students with Disabilities	469.8	470.3	0.5	472.8	51	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	472.4	477.5	5.1	479.6	145	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.8	495.4	1.6	497.9	71	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	484.1	483.7	-0.4	486.4	78	1	Recovery Path: No Change
Lowest Performing	-	-	-	-	26	-	-
High Needs	476.1	476.1	0.0	479.9	60	1	Path Forward: No Change
English Learners and Former English Learners	470.7	471.1	0.4	473.1	49	2	Recovery Path: Improved Below Target
Low Income	475.9	473.2	-2.7	479.9	46	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	469.5	473.2	3.7	473.1	53	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.7	505.4	6.7	502.4	20	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.2	147	2	Typical Growth - Low
Lowest Performing	44.8	36	2	Typical Growth - Low
High Needs	50.6	100	3	Typical Growth - High
English Learners and Former English Learners	50.6	73	3	Typical Growth - High
Low Income	49.8	80	2	Typical Growth - Low
Students with Disabilities	37.2	34	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	6	-	-
Hispanic or Latino	49.2	91	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.8	45	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.5	150	3	Typical Growth - High
Lowest Performing	58.8	36	3	Typical Growth - High
High Needs	57.0	103	3	Typical Growth - High
English Learners and Former English Learners	57.6	75	3	Typical Growth - High
Low Income	55.2	83	3	Typical Growth - High
Students with Disabilities	55.8	34	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	6	-	-
Hispanic or Latino	60.3	94	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.8	45	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	57.7	63.9	6.2	61.7	180	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	57.7	63.9	6.2	61.7	180	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	21.0	20.3	-0.7	19.5	434	2	Improved Below Target
Lowest Performing	48.7	33.3	-15.4	44.1	36	4	Exceeded Target
High Needs	26.5	25.0	-1.5	24.1	320	2	Improved Below Target
English Learners and Former English Learners	30.6	28.9	-1.7	27.1	256	2	Improved Below Target
Low Income	29.4	27.7	-1.7	26.2	253	2	Improved Below Target
Students with Disabilities	21.7	17.4	-4.3	18.1	86	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	30.3	27.6	-2.7	26.1	283	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	3.1	6.8	3.7	1.3	117	0	Declined

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	240	99	Yes	1	245	245	100	Yes	1	83	83	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	173	170	175	175	65	65	413	410	99	Yes	1
English Learners and Former English Learners	133	131	135	135	54	54	322	320	99	Yes	1
Low Income	139	136	141	141	51	51	331	328	99	Yes	1
Students with Disabilities	53	53	53	53	18	18	124	124	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	0	0	8	-	-	-	-
Black or African American	7	7	7	7	3	3	17	-	-	-	-
Hispanic or Latino	154	151	156	156	57	57	367	364	99	Yes	1
Multi-Race, Not Hispanic or Latino	6	6	6	6	2	2	14	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	72	72	72	72	21	21	165	165	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