Massachusetts School and District Profiles

James L. Mulcahey Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - James L. Mulcahey Elementary School

Organization Information

DISTRICT NAME
Taunton (02930000)

TITLE I STATUS
Title I School

SCHOOL
James L. Mulcahey Elementary School (02930015)

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

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
56% - Substantial progress toward targets	19

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	55%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	56%
	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	3	4	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	5	8	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	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	3	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		4.7	7.2	-	3.6	7.6	-
Percentage of possible points		65%		-	47%		-
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	4	4	-	0	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	8	8	60.0	3	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	3	8	20.0	2	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	1	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	0	4	10.0
Weighted total		5.5	7.2	-	2.5	7.6	-
Percentage of possible points		76%		-	33%		-
2025 Annual criterion-referenced target percentage		55%

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	83%	65%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	72%
	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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	-	-	-
	Achievement total	5	8	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.9	7.6	-
Percentage of possible points		65%		-
2026 Annual criterion-referenced target percentage		65%

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	4	4	-
	Science achievement	-	-	-
	Achievement total	8	8	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		6.3	7.6	-
Percentage of possible points		83%		-
2025 Annual criterion-referenced target percentage		83%

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	485.5	488.2	2.7	488.5	315	3	Recovery Path: Met Target
Lowest Performing	463.9	465.3	1.4	470.8	40	2	Recovery Path: Improved Below Target
High Needs	481.9	484.2	2.3	483.8	242	3	Recovery Path: Met Target
English Learners and Former English Learners	485.1	482.8	-2.3	488.8	59	0	Path Forward: Declined
Low Income	483.2	484.7	1.5	485.2	214	3	Recovery Path: Met Target
Students with Disabilities	467.8	470.1	2.3	470.4	69	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	484.5	484.8	0.3	486.9	110	2	Recovery Path: Improved Below Target
Hispanic or Latino	488.3	485.9	-2.4	491.6	50	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	486.3	490.5	4.2	489.7	22	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	485.1	490.9	5.8	487.8	129	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	484.6	486.8	2.2	487.8	315	2	Path Forward: Improved Below Target
Lowest Performing	461.0	463.7	2.7	465.7	40	2	Recovery Path: Improved Below Target
High Needs	481.0	482.8	1.8	484.3	242	2	Path Forward: Improved Below Target
English Learners and Former English Learners	481.4	483.4	2.0	484.9	58	2	Path Forward: Improved Below Target
Low Income	481.9	483.2	1.3	484.7	214	2	Path Forward: Improved Below Target
Students with Disabilities	467.8	468.2	0.4	470.3	68	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	482.0	482.0	0.0	485.5	110	1	Path Forward: No Change
Hispanic or Latino	485.2	486.9	1.7	488.3	50	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	489.2	490.1	0.9	492.4	22	2	Path Forward: Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	485.4	489.8	4.4	489.1	130	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 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	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.0	162	2	Typical Growth - Low
Lowest Performing	43.0	40	2	Typical Growth - Low
High Needs	41.4	119	2	Typical Growth - Low
English Learners and Former English Learners	34.6	26	1	Low Growth
Low Income	41.4	105	2	Typical Growth - Low
Students with Disabilities	33.6	27	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	35.7	55	1	Low Growth
Hispanic or Latino	45.8	31	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	48.0	57	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.1	162	3	Typical Growth - High
Lowest Performing	44.2	40	2	Typical Growth - Low
High Needs	50.6	119	3	Typical Growth - High
English Learners and Former English Learners	57.9	25	3	Typical Growth - High
Low Income	50.5	105	3	Typical Growth - High
Students with Disabilities	40.1	26	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	47.5	55	2	Typical Growth - Low
Hispanic or Latino	57.0	31	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	53.6	58	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	58.3	65.0	6.7	62.3	100	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	58.3	65.0	6.7	62.3	100	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	20.4	17.4	-3.0	18.2	688	4	Exceeded Target
Lowest Performing	19.0	22.5	3.5	14.1	40	0	Declined
High Needs	22.7	19.6	-3.1	20.2	547	4	Exceeded Target
English Learners and Former English Learners	16.8	15.8	-1.0	13.5	152	2	Improved Below Target
Low Income	23.2	21.8	-1.4	20.5	464	2	Improved Below Target
Students with Disabilities	28.0	23.9	-4.1	23.7	176	3	Met Target
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	4	-	-
Black or African American	15.9	13.4	-2.5	12.3	232	2	Improved Below Target
Hispanic or Latino	20.0	20.9	0.9	16.2	110	0	Declined
Multi-Race, Not Hispanic or Latino	19.6	32.6	13.0	17.4	43	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	24.6	16.5	-8.1	21.7	291	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	329	328	100	Yes	1	329	329	100	Yes	1	0	-	-	-	-

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	254	253	254	254	0	0	508	507	100	Yes	1
English Learners and Former English Learners	62	62	62	62	0	0	124	124	100	Yes	1
Low Income	225	224	224	224	0	0	449	448	100	Yes	1
Students with Disabilities	72	72	71	71	0	0	143	143	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	2	2	1	1	0	0	3	-	-	-	-
Black or African American	116	116	116	116	0	0	232	232	100	Yes	1
Hispanic or Latino	53	53	54	54	0	0	107	107	100	Yes	1
Multi-Race, Not Hispanic or Latino	23	23	23	23	0	0	46	46	100	Yes	1
Native Hawaiian or Other Pacific Islander	2	2	2	2	0	0	4	-	-	-	-
White	133	132	133	133	0	0	266	265	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