Massachusetts School and District Profiles

Tracy

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Tracy

Organization Information

DISTRICT NAME
Lynn (01630000)

TITLE I STATUS
Title I School

SCHOOL
Tracy (01630100)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
55% - Substantial progress toward targets	33

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	53%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	55%
	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	0	4	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		2.1	9.6	-	6.9	7.6	-
Percentage of possible points		22%		-	91%		-
2026 Annual criterion-referenced target percentage		56%

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	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	0	4	10.0
Weighted total		1.6	9.6	-	6.8	7.6	-
Percentage of possible points		17%		-	90%		-
2025 Annual criterion-referenced target percentage		53%

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	16%	18%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	17%
	Limited or no 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	3	4	-
	Mathematics growth	4	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		1.9	10.3	-
Percentage of possible points		18%		-
2026 Annual criterion-referenced target percentage		18%

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	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		1.6	10.3	-
Percentage of possible points		16%		-
2025 Annual criterion-referenced target percentage		16%

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	479.8	478.6	-1.2	484.0	209	0	Recovery Path: Declined
Lowest Performing	452.2	459.8	7.6	457.3	31	4	Path Forward: Exceeded Target
High Needs	479.3	477.4	-1.9	483.3	199	0	Recovery Path: Declined
English Learners and Former English Learners	478.1	475.7	-2.4	482.2	182	0	Recovery Path: Declined
Low Income	479.2	477.6	-1.6	483.2	177	0	Recovery Path: Declined
Students with Disabilities	471.2	463.3	-7.9	475.4	39	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	479.4	477.0	-2.4	484.0	179	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	2	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	480.7	479.0	-1.7	484.2	209	0	Recovery Path: Declined
Lowest Performing	455.3	465.0	9.7	460.6	31	4	Recovery Path: Exceeded Target
High Needs	480.4	478.2	-2.2	483.6	199	0	Recovery Path: Declined
English Learners and Former English Learners	479.7	477.5	-2.2	482.8	182	0	Recovery Path: Declined
Low Income	480.2	478.4	-1.8	483.4	177	0	Recovery Path: Declined
Students with Disabilities	471.5	464.8	-6.7	474.1	39	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	480.8	478.4	-2.4	484.8	179	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	2	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	490.9	483.2	-7.7	494.5	72	0	Path Forward: Declined
Lowest Performing	-	-	-	-	11	-	-
High Needs	490.5	481.7	-8.8	494.3	67	0	Path Forward: Declined
English Learners and Former English Learners	490.2	479.7	-10.5	494.3	58	0	Path Forward: Declined
Low Income	491.2	482.2	-9.0	495.2	61	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	490.8	482.2	-8.6	494.4	58	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.5	140	3	Typical Growth - High
Lowest Performing	43.1	31	2	Typical Growth - Low
High Needs	54.7	135	3	Typical Growth - High
English Learners and Former English Learners	53.5	123	3	Typical Growth - High
Low Income	56.6	120	3	Typical Growth - High
Students with Disabilities	43.3	30	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	3	-	-
Black or African American	-	10	-	-
Hispanic or Latino	52.0	121	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	2	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	60.1	140	4	Exceeded Typical Growth
Lowest Performing	56.5	31	3	Typical Growth - High
High Needs	60.3	135	4	Exceeded Typical Growth
English Learners and Former English Learners	60.2	123	4	Exceeded Typical Growth
Low Income	60.6	120	4	Exceeded Typical Growth
Students with Disabilities	52.6	30	3	Typical Growth - High
American Indian or Alaska Native	-	2	-	-
Asian	-	3	-	-
Black or African American	-	11	-	-
Hispanic or Latino	58.9	120	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	2	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	65.1	66.4	1.3	69.1	211	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	65.1	66.4	1.3	69.1	211	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	15.5	12.9	-2.6	14.0	349	4	Exceeded Target
Lowest Performing	12.5	6.5	-6.0	7.9	31	4	Exceeded Target
High Needs	15.5	12.7	-2.8	13.1	332	3	Met Target
English Learners and Former English Learners	13.9	12.0	-1.9	10.4	300	2	Improved Below Target
Low Income	16.1	12.7	-3.4	12.9	300	3	Met Target
Students with Disabilities	21.8	9.3	-12.5	18.2	54	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	30	-	-
Hispanic or Latino	13.4	13.6	0.2	9.2	295	1	No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	3	-	-

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	222	222	100	Yes	1	222	222	100	Yes	1	74	74	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	212	212	212	212	69	69	493	493	100	Yes	1
English Learners and Former English Learners	194	194	194	194	60	60	448	448	100	Yes	1
Low Income	189	189	189	189	63	63	441	441	100	Yes	1
Students with Disabilities	42	42	42	42	15	15	99	99	100	Yes	1
American Indian or Alaska Native	2	2	2	2	1	1	5	-	-	-	-
Asian	5	5	5	5	2	2	12	-	-	-	-
Black or African American	20	20	20	20	9	9	49	49	100	Yes	1
Hispanic or Latino	190	190	190	190	60	60	440	440	100	Yes	1
Multi-Race, Not Hispanic or Latino	3	3	3	3	2	2	8	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	2	2	2	2	0	0	4	-	-	-	-

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