Massachusetts School and District Profiles

John J McGlynn Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - John J McGlynn Elementary School

Organization Information

DISTRICT NAME
Medford (01760000)

TITLE I STATUS
Title I School

SCHOOL
John J McGlynn Elementary School (01760068)

GRADES SERVED
PK,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
57% - Substantial progress toward targets	28

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	41%	68%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	57%
	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	-	4	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	8	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	4	4	10.0
Weighted total		3.9	9.6	-	7.2	7.6	-
Percentage of possible points		41%		-	95%		-
2026 Annual criterion-referenced target percentage		68%

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	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	4	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		3.3	9.6	-	3.6	7.6	-
Percentage of possible points		34%		-	47%		-
2025 Annual criterion-referenced target percentage		41%

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	35%	46%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	41%
	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	1	4	-
	Mathematics achievement	4	4	-
	Science achievement	0	4	-
	Achievement total	5	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		4.7	10.3	-
Percentage of possible points		46%		-
2026 Annual criterion-referenced target percentage		46%

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	4	4	-
	Achievement total	4	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		3.6	10.3	-
Percentage of possible points		35%		-
2025 Annual criterion-referenced target percentage		35%

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	486.4	485.9	-0.5	488.8	241	1	Recovery Path: No Change
Lowest Performing	459.2	466.9	7.7	465.9	37	4	Recovery Path: Exceeded Target
High Needs	480.7	480.4	-0.3	483.6	176	1	Path Forward: No Change
English Learners and Former English Learners	477.1	476.0	-1.1	479.6	94	0	Path Forward: Declined
Low Income	480.0	480.1	0.1	481.4	139	2	Recovery Path: Improved Below Target
Students with Disabilities	477.5	477.7	0.2	480.3	46	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	492.0	491.5	-0.5	495.1	39	1	Path Forward: No Change
Black or African American	484.4	481.9	-2.5	487.5	44	0	Recovery Path: Declined
Hispanic or Latino	476.7	478.7	2.0	479.2	56	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.6	489.0	-1.6	493.0	91	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	489.0	491.9	2.9	491.5	242	3	Path Forward: Met Target
Lowest Performing	464.2	474.8	10.6	468.3	37	4	Recovery Path: Exceeded Target
High Needs	484.1	487.4	3.3	486.8	177	4	Path Forward: Exceeded Target
English Learners and Former English Learners	485.4	488.0	2.6	488.9	95	2	Path Forward: Improved Below Target
Low Income	483.6	486.4	2.8	486.4	140	3	Path Forward: Met Target
Students with Disabilities	473.9	482.7	8.8	477.3	46	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	500.9	503.4	2.5	504.9	39	2	Path Forward: Improved Below Target
Black or African American	482.7	481.8	-0.9	486.0	45	0	Path Forward: Declined
Hispanic or Latino	481.0	487.1	6.1	483.4	56	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.9	494.7	2.8	494.7	91	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	487.0	481.9	-5.1	488.8	91	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	22	-	-
High Needs	481.6	476.0	-5.6	485.4	71	0	Path Forward: Declined
English Learners and Former English Learners	479.0	473.2	-5.8	483.1	38	0	Path Forward: Declined
Low Income	481.4	474.5	-6.9	485.4	59	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	21	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	22	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.6	487.5	-1.1	492.3	35	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.3	170	2	Typical Growth - Low
Lowest Performing	51.7	37	3	Typical Growth - High
High Needs	47.7	124	2	Typical Growth - Low
English Learners and Former English Learners	45.6	63	2	Typical Growth - Low
Low Income	47.5	96	2	Typical Growth - Low
Students with Disabilities	42.6	34	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	45.8	26	2	Typical Growth - Low
Black or African American	51.6	27	3	Typical Growth - High
Hispanic or Latino	45.9	40	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.2	71	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.3	171	3	Typical Growth - High
Lowest Performing	57.5	37	3	Typical Growth - High
High Needs	55.3	125	3	Typical Growth - High
English Learners and Former English Learners	59.1	65	3	Typical Growth - High
Low Income	55.2	98	3	Typical Growth - High
Students with Disabilities	54.9	33	3	Typical Growth - High
American Indian or Alaska Native	-	0	-	-
Asian	58.8	26	3	Typical Growth - High
Black or African American	54.4	27	3	Typical Growth - High
Hispanic or Latino	59.7	41	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.8	71	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	59.4	67.4	8.0	61.6	135	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	59.4	67.4	8.0	61.6	135	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	15.8	15.9	0.1	14.3	460	1	No Change
Lowest Performing	22.0	10.5	-11.5	17.4	38	4	Exceeded Target
High Needs	18.6	18.2	-0.4	16.2	340	2	Improved Below Target
English Learners and Former English Learners	18.9	17.2	-1.7	15.4	204	2	Improved Below Target
Low Income	17.6	20.7	3.1	14.4	270	0	Declined
Students with Disabilities	17.1	17.0	-0.1	13.5	88	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	10.4	8.0	-2.4	7.1	75	2	Improved Below Target
Black or African American	7.1	6.3	-0.8	3.5	79	2	Improved Below Target
Hispanic or Latino	24.8	31.4	6.6	20.6	118	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	14.8	13.2	-1.6	13.0	167	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	261	259	99	Yes	1	259	258	100	Yes	1	101	98	97	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	192	190	190	189	79	77	461	456	99	Yes	1
English Learners and Former English Learners	107	105	105	104	44	43	256	252	98	Yes	1
Low Income	148	147	149	149	64	63	361	359	99	Yes	1
Students with Disabilities	47	47	47	47	22	22	116	116	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	44	44	42	42	17	16	103	102	99	Yes	1
Black or African American	51	50	51	51	21	20	123	121	98	Yes	1
Hispanic or Latino	59	58	59	58	23	22	141	138	98	Yes	1
Multi-Race, Not Hispanic or Latino	13	13	13	13	4	4	30	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	92	92	92	92	35	35	219	219	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