Massachusetts School and District Profiles

Tyngsborough Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Tyngsborough Elementary

Organization Information

DISTRICT NAME
Tyngsborough (03010000)

TITLE I STATUS
Title I School

SCHOOL
Tyngsborough Elementary (03010020)

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
56% - Substantial progress toward targets	57

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	58%	54%
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	0	4	-	2	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	3	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		3.6	9.6	-	5.4	7.6	-
Percentage of possible points		38%		-	71%		-
2026 Annual criterion-referenced target percentage		54%

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	2	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	5	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	6	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	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		4.3	9.6	-	5.4	7.6	-
Percentage of possible points		45%		-	71%		-
2025 Annual criterion-referenced target percentage		58%

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	25%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	27%
	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	2	4	-
	Achievement total	2	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		2.9	10.3	-
Percentage of possible points		28%		-
2026 Annual criterion-referenced target percentage		28%

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	2	4	-
	Science achievement	0	4	-
	Achievement total	2	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		2.6	10.3	-
Percentage of possible points		25%		-
2025 Annual criterion-referenced target percentage		25%

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	493.1	492.4	-0.7	496.3	353	0	Recovery Path: Declined
Lowest Performing	471.2	473.3	2.1	476.3	56	2	Path Forward: Improved Below Target
High Needs	485.1	482.6	-2.5	487.9	179	0	Recovery Path: Declined
English Learners and Former English Learners	487.7	484.7	-3.0	490.2	78	0	Path Forward: Declined
Low Income	486.2	482.4	-3.8	489.2	85	0	Recovery Path: Declined
Students with Disabilities	477.3	474.4	-2.9	479.4	83	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	495.9	494.8	-1.1	499.2	44	0	Recovery Path: Declined
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	488.5	484.7	-3.8	491.0	52	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.4	494.7	1.3	496.2	226	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	495.8	495.5	-0.3	498.2	352	1	Recovery Path: No Change
Lowest Performing	468.9	475.8	6.9	473.8	56	4	Recovery Path: Exceeded Target
High Needs	486.8	486.0	-0.8	489.5	178	0	Path Forward: Declined
English Learners and Former English Learners	490.6	488.1	-2.5	494.1	78	0	Path Forward: Declined
Low Income	485.8	483.8	-2.0	486.9	84	0	Recovery Path: Declined
Students with Disabilities	479.3	477.8	-1.5	482.7	83	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	502.7	500.7	-2.0	504.9	44	0	Recovery Path: Declined
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	488.2	485.6	-2.6	490.8	52	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.5	498.3	1.8	498.6	225	3	Recovery Path: 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	496.7	497.8	1.1	500.3	117	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	23	-	-
High Needs	485.4	487.6	2.2	489.2	61	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	27	-	-
Low Income	485.5	484.1	-1.4	489.5	30	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	28	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.9	499.7	1.8	501.6	80	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.2	245	2	Typical Growth - Low
Lowest Performing	45.8	56	2	Typical Growth - Low
High Needs	41.4	129	2	Typical Growth - Low
English Learners and Former English Learners	38.9	54	1	Low Growth
Low Income	33.8	63	1	Low Growth
Students with Disabilities	42.3	63	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	46.0	30	2	Typical Growth - Low
Black or African American	-	3	-	-
Hispanic or Latino	32.3	34	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.3	164	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.2	243	3	Typical Growth - High
Lowest Performing	56.8	56	3	Typical Growth - High
High Needs	56.3	127	3	Typical Growth - High
English Learners and Former English Learners	57.7	54	3	Typical Growth - High
Low Income	48.4	61	2	Typical Growth - Low
Students with Disabilities	53.9	63	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	65.1	30	4	Exceeded Typical Growth
Black or African American	-	3	-	-
Hispanic or Latino	51.8	33	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	59.0	163	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	62.0	73.1	11.1	64.2	78	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	62.0	73.1	11.1	64.2	78	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	11.2	8.3	-2.9	9.7	601	4	Exceeded Target
Lowest Performing	14.0	10.7	-3.3	9.4	56	2	Improved Below Target
High Needs	14.7	9.4	-5.3	12.3	297	4	Exceeded Target
English Learners and Former English Learners	12.3	11.8	-0.5	8.8	127	2	Improved Below Target
Low Income	17.2	12.0	-5.2	14.0	158	4	Exceeded Target
Students with Disabilities	15.9	3.9	-12.0	12.3	128	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	7.5	4.3	-3.2	4.2	69	3	Met Target
Black or African American	-	-	-	-	29	-	-
Hispanic or Latino	16.7	12.4	-4.3	12.5	89	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	36	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.5	8.5	-2.0	8.7	377	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	359	359	100	Yes	1	359	358	100	Yes	1	119	119	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	185	185	185	184	63	63	433	432	100	Yes	1
English Learners and Former English Learners	81	81	81	81	29	29	191	191	100	Yes	1
Low Income	90	90	90	89	32	32	212	211	100	Yes	1
Students with Disabilities	84	84	84	84	28	28	196	196	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	44	44	44	44	14	14	102	102	100	Yes	1
Black or African American	11	11	11	11	2	2	24	-	-	-	-
Hispanic or Latino	56	56	56	56	16	16	128	128	100	Yes	1
Multi-Race, Not Hispanic or Latino	20	20	20	20	6	6	46	46	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	228	228	228	227	81	81	537	536	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