Massachusetts School and District Profiles

C.T. Douglas Elementary School

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2026

Accountability Report

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2026 Official Accountability Report - C.T. Douglas Elementary School

Organization Information

DISTRICT NAME
Acton-Boxborough (06000000)

TITLE I STATUS
Title I School

SCHOOL
C.T. Douglas Elementary School (06000020)

GRADES SERVED
K,01,02,03,04,05,06

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
65% - Substantial progress toward targets	84

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	73%	60%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	65%
	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	3	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	60.0	6	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	8	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		4.2	9.6	-	5.8	7.6	-
Percentage of possible points		44%		-	76%		-
2026 Annual criterion-referenced target percentage		60%

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	2	4	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	5	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	8	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		4.6	9.6	-	7.4	7.6	-
Percentage of possible points		48%		-	97%		-
2025 Annual criterion-referenced target percentage		73%

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	57%	46%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	50%
	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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	-	-	-
	Achievement total	4	8	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		4.3	7.6	-
Percentage of possible points		57%		-
2025 Annual criterion-referenced target percentage		57%

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	503.2	502.2	-1.0	505.7	260	0	Recovery Path: Declined
Lowest Performing	473.6	476.1	2.5	478.7	43	2	Path Forward: Improved Below Target
High Needs	486.1	486.5	0.4	488.5	99	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	483.8	483.3	-0.5	488.5	41	1	Recovery Path: No Change
Low Income	484.0	484.8	0.8	486.1	41	2	Path Forward: Improved Below Target
Students with Disabilities	481.9	482.9	1.0	484.5	51	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	509.3	511.7	2.4	511.9	44	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	480.9	479.3	-1.6	483.5	38	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	517.7	508.8	-8.9	519.1	21	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.9	504.2	0.3	507.8	150	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	502.0	503.9	1.9	503.5	261	3	Path Forward: Met Target
Lowest Performing	469.3	477.6	8.3	474.0	43	4	Recovery Path: Exceeded Target
High Needs	486.4	487.5	1.1	488.9	100	2	Path Forward: Improved Below Target
English Learners and Former English Learners	487.1	487.3	0.2	490.0	42	2	Recovery Path: Improved Below Target
Low Income	482.9	481.9	-1.0	485.3	42	0	Path Forward: Declined
Students with Disabilities	482.2	482.2	0.0	485.4	51	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	520.3	519.0	-1.3	523.3	45	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	476.1	477.3	1.2	479.0	38	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	514.1	513.7	-0.4	515.6	21	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.9	505.1	4.2	502.6	150	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	504.3	500.6	-3.7	506.5	62	0	Path Forward: Declined
Lowest Performing	-	-	-	-	17	-	-
High Needs	487.5	479.0	-8.5	491.0	22	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	-	-	-	-	5	-	-
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.5	506.7	-1.8	510.7	37	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	62.2	186	4	Exceeded Typical Growth
Lowest Performing	52.6	43	3	Typical Growth - High
High Needs	58.9	62	3	Typical Growth - High
English Learners and Former English Learners	61.2	22	4	Exceeded Typical Growth
Low Income	61.0	21	4	Exceeded Typical Growth
Students with Disabilities	56.6	36	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	74.5	33	4	Exceeded Typical Growth
Black or African American	-	2	-	-
Hispanic or Latino	50.9	22	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	62.2	111	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	69.9	189	4	Exceeded Typical Growth
Lowest Performing	59.5	43	3	Typical Growth - High
High Needs	63.5	65	4	Exceeded Typical Growth
English Learners and Former English Learners	63.5	25	4	Exceeded Typical Growth
Low Income	59.4	22	3	Typical Growth - High
Students with Disabilities	62.2	37	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	77.8	35	4	Exceeded Typical Growth
Black or African American	-	2	-	-
Hispanic or Latino	56.1	23	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	70.7	111	4	Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	52.0	87.9	35.9	56.0	33	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	52.0	87.9	35.9	56.0	33	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	11.5	4.8	-6.7	10.4	378	4	Exceeded Target
Lowest Performing	13.6	7.0	-6.6	10.3	43	4	Exceeded Target
High Needs	21.2	9.9	-11.3	19.1	142	4	Exceeded Target
English Learners and Former English Learners	27.4	10.5	-16.9	24.4	57	4	Exceeded Target
Low Income	22.6	14.8	-7.8	18.3	61	4	Exceeded Target
Students with Disabilities	17.5	9.6	-7.9	15.0	73	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	21.0	7.0	-14.0	18.9	57	4	Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	28.8	9.4	-19.4	24.6	53	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	12.1	3.1	-9.0	11.0	32	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.2	3.1	-2.1	4.0	226	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	266	265	100	Yes	1	266	266	100	Yes	1	62	62	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	105	104	105	105	22	22	232	231	100	Yes	1
English Learners and Former English Learners	46	45	46	46	8	8	100	99	99	Yes	1
Low Income	46	45	46	46	5	5	97	96	99	Yes	1
Students with Disabilities	52	52	52	52	15	15	119	119	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	46	45	46	46	7	7	99	98	99	Yes	1
Black or African American	8	8	8	8	2	2	18	-	-	-	-
Hispanic or Latino	41	41	41	41	10	10	92	92	100	Yes	1
Multi-Race, Not Hispanic or Latino	21	21	21	21	6	6	48	48	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	150	150	150	150	37	37	337	337	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