Massachusetts School and District Profiles

Village School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Village School

Organization Information

DISTRICT NAME
Marblehead (01680000)

TITLE I STATUS
Non-Title I School

SCHOOL
Village School (01680016)

GRADES SERVED
04,05,06

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
50% - Substantial progress toward targets	71

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	53%	48%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	50%
	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	1	4	-	1	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	5	12	67.5	3	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	22.5	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		4.7	10.3	-	3.8	7.6	-
Percentage of possible points		46%		-	50%		-
2026 Annual criterion-referenced target percentage		48%

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	-	3	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	5	12	67.5	5	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		4.5	10.3	-	4.7	7.6	-
Percentage of possible points		44%		-	62%		-
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	54%	52%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	53%
	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	1	4	-
	Mathematics achievement	1	4	-
	Science achievement	4	4	-
	Achievement total	6	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		5.4	10.3	-
Percentage of possible points		52%		-
2026 Annual criterion-referenced target percentage		52%

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	3	4	-
	Science achievement	0	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.6	10.3	-
Percentage of possible points		54%		-
2025 Annual criterion-referenced target percentage		54%

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	501.2	500.7	-0.5	503.6	471	1	Recovery Path: No Change
Lowest Performing	480.2	479.7	-0.5	485.3	78	1	Path Forward: No Change
High Needs	488.4	487.9	-0.5	490.8	163	1	Recovery Path: No Change
English Learners and Former English Learners	490.2	490.0	-0.2	493.7	41	1	Recovery Path: No Change
Low Income	487.1	488.8	1.7	489.8	65	2	Recovery Path: Improved Below Target
Students with Disabilities	483.4	482.6	-0.8	485.9	110	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	490.1	491.5	1.4	492.0	39	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	507.8	507.4	-0.4	509.8	24	3	Path Forward: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.5	501.6	-0.9	505.0	392	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	504.1	502.7	-1.4	506.9	471	0	Recovery Path: Declined
Lowest Performing	479.9	482.8	2.9	484.3	78	2	Recovery Path: Improved Below Target
High Needs	491.8	491.5	-0.3	494.7	162	1	Recovery Path: No Change
English Learners and Former English Learners	495.2	494.1	-1.1	499.3	41	0	Recovery Path: Declined
Low Income	487.9	489.0	1.1	489.7	64	2	Recovery Path: Improved Below Target
Students with Disabilities	487.1	487.4	0.3	490.0	109	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	490.9	493.6	2.7	493.2	39	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	505.0	504.4	-0.6	507.1	24	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.8	503.9	-1.9	508.8	392	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	504.0	510.4	6.4	506.4	166	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	44	-	-
High Needs	488.2	500.9	12.7	490.3	61	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	21	-	-
Low Income	485.1	503.1	18.0	488.5	21	4	Path Forward: Exceeded Target
Students with Disabilities	488.6	493.5	4.9	493.1	35	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.5	511.1	5.6	508.1	143	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.5	459	2	Typical Growth - Low
Lowest Performing	51.3	78	3	Typical Growth - High
High Needs	45.8	157	2	Typical Growth - Low
English Learners and Former English Learners	47.9	40	2	Typical Growth - Low
Low Income	46.7	61	2	Typical Growth - Low
Students with Disabilities	43.7	107	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	-	5	-	-
Black or African American	-	6	-	-
Hispanic or Latino	42.6	38	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	56.7	22	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.6	388	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.3	461	2	Typical Growth - Low
Lowest Performing	50.0	78	3	Typical Growth - High
High Needs	46.9	158	2	Typical Growth - Low
English Learners and Former English Learners	46.5	41	2	Typical Growth - Low
Low Income	44.5	62	2	Typical Growth - Low
Students with Disabilities	47.0	106	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	5	-	-
Black or African American	-	6	-	-
Hispanic or Latino	48.2	38	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	45.2	22	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.4	389	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	15.2	7.8	-7.4	13.9	485	4	Exceeded Target
Lowest Performing	13.8	5.1	-8.7	10.3	78	4	Exceeded Target
High Needs	21.6	16.1	-5.5	19.0	168	4	Exceeded Target
English Learners and Former English Learners	18.2	11.6	-6.6	15.2	43	4	Exceeded Target
Low Income	25.9	24.3	-1.6	22.2	70	2	Improved Below Target
Students with Disabilities	24.1	18.9	-5.2	20.8	111	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	22.5	20.0	-2.5	18.8	40	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	20.8	12.0	-8.8	19.5	25	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	13.5	6.5	-7.0	12.1	402	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	481	477	99	Yes	1	481	477	99	Yes	1	168	168	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	170	167	170	166	62	62	402	395	98	Yes	1
English Learners and Former English Learners	44	44	44	44	21	21	109	109	100	Yes	1
Low Income	68	67	68	66	22	22	158	155	98	Yes	1
Students with Disabilities	115	112	115	111	36	36	266	259	97	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	8	8	8	8	2	2	18	-	-	-	-
Black or African American	9	9	9	9	1	1	19	-	-	-	-
Hispanic or Latino	40	40	40	40	12	12	92	92	100	Yes	1
Multi-Race, Not Hispanic or Latino	25	25	25	25	8	8	58	58	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	398	394	398	394	144	144	940	932	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