Massachusetts School and District Profiles

J F Kennedy Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - J F Kennedy Elementary

Organization Information

DISTRICT NAME
Randolph (02440000)

TITLE I STATUS
Title I School

SCHOOL
J F Kennedy Elementary (02440018)

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

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
45% - Moderate progress toward targets	13

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	54%	38%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	45%
	Moderate 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	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	3	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	1	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		3.0	9.6	-	3.4	7.6	-
Percentage of possible points		31%		-	45%		-
2026 Annual criterion-referenced target percentage		38%

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	4	4	-	-	-	-
	Mathematics achievement	1	4	-	-	-	-
	Science achievement	2	4	-	-	-	-
	Achievement total	7	12	60.0	-	-	-
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	1	4	-	-	-	-
	Growth total	3	8	20.0	-	-	-
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	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-
Weighted total		5.2	9.6	-	-	-	-
Percentage of possible points		54%		-	-		-
2025 Annual criterion-referenced target percentage		54%

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	49%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	43%
	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	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.0	10.3	-
Percentage of possible points		39%		-
2026 Annual criterion-referenced target percentage		39%

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	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	1	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		5.0	10.3	-
Percentage of possible points		49%		-
2025 Annual criterion-referenced target percentage		49%

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	483.6	483.5	-0.1	486.0	165	1	Recovery Path: No Change
Lowest Performing	460.3	463.5	3.2	465.4	20	2	Path Forward: Improved Below Target
High Needs	481.1	480.5	-0.6	484.6	131	0	Path Forward: Declined
English Learners and Former English Learners	479.4	476.3	-3.1	482.7	62	0	Recovery Path: Declined
Low Income	481.5	480.4	-1.1	484.5	114	0	Path Forward: Declined
Students with Disabilities	470.2	467.3	-2.9	474.3	35	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	480.0	487.3	7.3	483.2	26	4	Path Forward: Exceeded Target
Black or African American	483.8	482.4	-1.4	486.1	94	0	Recovery Path: Declined
Hispanic or Latino	485.5	481.8	-3.7	488.8	27	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	12	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	487.9	486.9	-1.0	490.3	164	0	Recovery Path: Declined
Lowest Performing	462.8	463.4	0.6	468.0	20	2	Recovery Path: Improved Below Target
High Needs	485.4	484.0	-1.4	488.7	130	0	Path Forward: Declined
English Learners and Former English Learners	485.3	482.3	-3.0	488.1	62	0	Recovery Path: Declined
Low Income	485.6	483.6	-2.0	488.3	113	0	Recovery Path: Declined
Students with Disabilities	475.4	471.9	-3.5	477.8	35	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	494.1	492.5	-1.6	498.0	26	0	Path Forward: Declined
Black or African American	486.4	485.3	-1.1	489.5	93	0	Recovery Path: Declined
Hispanic or Latino	487.3	488.0	0.7	490.4	27	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	12	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	477.4	479.8	2.4	481.7	40	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	7	-	-
High Needs	472.9	478.7	5.8	477.2	33	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	470.8	479.6	8.8	474.9	29	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	470.2	483.0	12.8	474.3	23	4	Path Forward: Exceeded Target
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	3	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.7	94	2	Typical Growth - Low
Lowest Performing	42.0	20	2	Typical Growth - Low
High Needs	46.4	76	2	Typical Growth - Low
English Learners and Former English Learners	47.6	36	2	Typical Growth - Low
Low Income	46.9	64	2	Typical Growth - Low
Students with Disabilities	33.6	20	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	13	-	-
Black or African American	40.7	54	2	Typical Growth - Low
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	-	6	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.9	95	2	Typical Growth - Low
Lowest Performing	39.6	20	1	Low Growth
High Needs	46.5	77	2	Typical Growth - Low
English Learners and Former English Learners	48.6	38	2	Typical Growth - Low
Low Income	46.5	65	2	Typical Growth - Low
Students with Disabilities	39.0	20	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	13	-	-
Black or African American	44.5	54	2	Typical Growth - Low
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	-	7	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	64.8	56.7	-8.1	68.8	90	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	64.8	56.7	-8.1	68.8	90	0	Declined
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	26.6	22.4	-4.2	24.4	321	4	Exceeded Target
Lowest Performing	18.2	20.0	1.8	13.3	20	0	Declined
High Needs	29.6	22.7	-6.9	27.1	277	4	Exceeded Target
English Learners and Former English Learners	23.6	14.5	-9.1	20.3	138	4	Exceeded Target
Low Income	32.6	23.1	-9.5	29.9	238	4	Exceeded Target
Students with Disabilities	36.5	32.1	-4.4	32.2	84	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	23.4	18.0	-5.4	20.2	50	4	Exceeded Target
Black or African American	19.5	17.0	-2.5	15.9	171	2	Improved Below Target
Hispanic or Latino	42.3	33.9	-8.4	38.5	59	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	24	-	-

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	183	180	98	Yes	1	183	179	98	Yes	1	48	48	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	148	145	148	144	40	40	336	329	98	Yes	1
English Learners and Former English Learners	74	72	75	73	17	17	166	162	98	Yes	1
Low Income	127	125	127	124	35	35	289	284	98	Yes	1
Students with Disabilities	37	36	37	36	8	8	82	80	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	30	29	31	30	6	6	67	65	97	Yes	1
Black or African American	100	99	99	97	26	26	225	222	99	Yes	1
Hispanic or Latino	32	31	32	31	6	6	70	68	97	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	6	6	22	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	12	12	12	12	3	3	27	-	-	-	-

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