Massachusetts School and District Profiles

Nathaniel Morton Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Nathaniel Morton Elementary

Organization Information

DISTRICT NAME
Plymouth (02390000)

TITLE I STATUS
Title I School

SCHOOL
Nathaniel Morton Elementary (02390030)

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
69% - Substantial progress toward targets	68

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	88%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	69%
	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	-	3	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	20.0	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	2	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	2	4	10.0
Weighted total		2.6	9.6	-	6.5	7.6	-
Percentage of possible points		27%		-	86%		-
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	3	4	-	4	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	9	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	7	8	20.0	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	4	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		7.6	9.6	-	7.4	7.6	-
Percentage of possible points		79%		-	97%		-
2025 Annual criterion-referenced target percentage		88%

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	50%	26%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	36%
	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	0	4	-
	Science achievement	0	4	-
	Achievement total	2	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.7	10.3	-
Percentage of possible points		26%		-
2026 Annual criterion-referenced target percentage		26%

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	0	4	-
	Achievement total	5	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		5.1	10.3	-
Percentage of possible points		50%		-
2025 Annual criterion-referenced target percentage		50%

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	500.8	501.1	0.3	502.8	236	2	Path Forward: Improved Below Target
Lowest Performing	475.4	480.7	5.3	480.5	37	3	Path Forward: Met Target
High Needs	491.7	492.2	0.5	494.5	107	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	492.2	492.2	0.0	494.1	76	1	Recovery Path: No Change
Students with Disabilities	479.2	484.2	5.0	482.1	53	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	482.9	493.5	10.6	484.8	25	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.6	502.5	-2.1	506.6	190	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	498.8	495.9	-2.9	500.9	234	0	Path Forward: Declined
Lowest Performing	469.8	480.4	10.6	474.9	37	4	Path Forward: Exceeded Target
High Needs	490.3	486.3	-4.0	492.9	105	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	489.6	487.6	-2.0	492.0	74	0	Path Forward: Declined
Students with Disabilities	480.9	476.9	-4.0	484.2	51	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	479.3	486.7	7.4	482.1	24	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.7	497.0	-5.7	504.8	189	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	502.5	496.9	-5.6	505.2	78	0	Path Forward: Declined
Lowest Performing	-	-	-	-	23	-	-
High Needs	493.6	487.2	-6.4	497.0	37	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	492.3	488.2	-4.1	495.7	31	0	Path Forward: Declined
Students with Disabilities	487.3	475.8	-11.5	491.8	20	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.0	498.4	-8.6	510.0	59	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.4	159	3	Typical Growth - High
Lowest Performing	57.8	37	3	Typical Growth - High
High Needs	55.3	74	3	Typical Growth - High
English Learners and Former English Learners	-	16	-	-
Low Income	56.4	56	3	Typical Growth - High
Students with Disabilities	58.7	31	3	Typical Growth - High
American Indian or Alaska Native	-	0	-	-
Asian	-	1	-	-
Black or African American	-	4	-	-
Hispanic or Latino	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.1	127	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.0	162	3	Typical Growth - High
Lowest Performing	64.6	37	4	Exceeded Typical Growth
High Needs	53.2	75	3	Typical Growth - High
English Learners and Former English Learners	-	16	-	-
Low Income	53.6	56	3	Typical Growth - High
Students with Disabilities	59.4	31	3	Typical Growth - High
American Indian or Alaska Native	-	0	-	-
Asian	-	1	-	-
Black or African American	-	5	-	-
Hispanic or Latino	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.4	130	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	64.3	65.0	0.7	68.3	20	2	Improved Below Target
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	11.1	12.3	1.2	9.8	414	0	Declined
Lowest Performing	17.5	16.2	-1.3	14.0	37	2	Improved Below Target
High Needs	14.2	14.9	0.7	11.6	188	0	Declined
English Learners and Former English Learners	-	-	-	-	39	-	-
Low Income	16.3	20.5	4.2	12.6	132	0	Declined
Students with Disabilities	13.1	9.5	-3.6	9.8	84	3	Met Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	18.0	22.0	4.0	14.3	50	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	25	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.0	10.6	0.6	8.6	320	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	246	241	98	Yes	1	245	240	98	Yes	1	84	81	96	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	113	111	112	110	39	39	264	260	98	Yes	1
English Learners and Former English Learners	21	21	20	20	9	9	50	50	100	Yes	1
Low Income	79	78	78	77	32	32	189	187	99	Yes	1
Students with Disabilities	55	54	53	52	20	20	128	126	98	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	2	2	2	2	0	0	4	-	-	-	-
Black or African American	7	7	8	8	4	4	19	-	-	-	-
Hispanic or Latino	27	27	26	26	13	13	66	66	100	Yes	1
Multi-Race, Not Hispanic or Latino	12	12	12	12	4	4	28	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	197	192	196	191	63	60	456	443	97	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