Massachusetts School and District Profiles

Luther Conant School

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2026

Accountability Report

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2026 Official Accountability Report - Luther Conant School

Organization Information

DISTRICT NAME
Acton-Boxborough (06000000)

TITLE I STATUS
Non-Title I School

SCHOOL
Luther Conant School (06000030)

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

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
89% - Meeting or exceeding targets	94

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	92%	86%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	89%
	Meeting or exceeding 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	4	4	-	2	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	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	0	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		9.0	9.6	-	6.0	7.6	-
Percentage of possible points		94%		-	79%		-
2026 Annual criterion-referenced target percentage		86%

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	-	4	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	7	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	3	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		9.5	9.6	-	6.5	7.6	-
Percentage of possible points		99%		-	86%		-
2025 Annual criterion-referenced target percentage		92%

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	85%	85%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	85%
	Meeting or exceeding 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	4	4	-
	Science achievement	3	4	-
	Achievement total	10	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		8.7	10.3	-
Percentage of possible points		85%		-
2026 Annual criterion-referenced target percentage		85%

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	3	4	-
	Science achievement	4	4	-
	Achievement total	10	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		8.7	10.3	-
Percentage of possible points		85%		-
2025 Annual criterion-referenced target percentage		85%

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	511.8	508.6	-3.2	514.8	215	4	Recovery Path: Exceeded Target
Lowest Performing	482.1	483.4	1.3	486.5	41	2	Recovery Path: Improved Below Target
High Needs	499.0	497.5	-1.5	501.5	99	3	Recovery Path: Met Target
English Learners and Former English Learners	502.7	498.4	-4.3	506.2	67	3	Recovery Path: Met Target
Low Income	493.6	494.1	0.5	497.0	20	3	Recovery Path: Met Target
Students with Disabilities	487.2	490.6	3.4	489.9	44	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	516.7	513.2	-3.5	519.9	119	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.0	506.3	-1.7	509.5	59	3	Path Forward: 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	512.9	513.4	0.5	515.4	215	4	Recovery Path: Exceeded Target
Lowest Performing	475.5	487.6	12.1	480.3	41	4	Recovery Path: Exceeded Target
High Needs	499.8	502.4	2.6	501.7	100	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	505.2	505.1	-0.1	508.3	68	3	Recovery Path: Met Target
Low Income	490.1	489.8	-0.3	492.9	21	1	Recovery Path: No Change
Students with Disabilities	487.4	495.3	7.9	489.7	45	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	522.5	521.9	-0.6	524.6	118	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.5	505.3	1.8	505.2	59	3	Path Forward: 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	515.1	516.0	0.9	517.3	41	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	7	-	-
High Needs	506.9	504.0	-2.9	510.4	25	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	-	-	-	-	8	-	-
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	519.2	519.1	-0.1	521.4	24	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	6	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.9	173	3	Typical Growth - High
Lowest Performing	51.8	41	3	Typical Growth - High
High Needs	52.8	80	3	Typical Growth - High
English Learners and Former English Learners	54.1	51	3	Typical Growth - High
Low Income	-	17	-	-
Students with Disabilities	48.5	37	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	57.7	88	3	Typical Growth - High
Black or African American	-	10	-	-
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.1	52	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	66.7	173	4	Exceeded Typical Growth
Lowest Performing	67.5	41	4	Exceeded Typical Growth
High Needs	65.5	81	4	Exceeded Typical Growth
English Learners and Former English Learners	64.3	52	4	Exceeded Typical Growth
Low Income	-	18	-	-
Students with Disabilities	64.5	38	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	68.5	87	4	Exceeded Typical Growth
Black or African American	-	10	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	65.4	52	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	73.3	63.0	-10.3	77.3	46	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	73.3	63.0	-10.3	77.3	46	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	10.9	6.6	-4.3	9.8	348	4	Exceeded Target
Lowest Performing	16.7	2.4	-14.3	13.4	41	4	Exceeded Target
High Needs	13.5	9.5	-4.0	11.4	169	4	Exceeded Target
English Learners and Former English Learners	11.9	8.5	-3.4	8.9	117	3	Met Target
Low Income	20.6	15.8	-4.8	16.3	38	3	Met Target
Students with Disabilities	14.5	9.9	-4.6	12.0	71	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	11.2	7.4	-3.8	9.1	176	4	Exceeded Target
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	-	-	-	-	30	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.0	3.9	-6.1	8.8	103	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	221	220	100	Yes	1	221	220	100	Yes	1	43	43	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	103	102	103	103	27	27	233	232	100	Yes	1
English Learners and Former English Learners	71	70	71	71	19	19	161	160	99	Yes	1
Low Income	21	20	21	21	8	8	50	49	98	Yes	1
Students with Disabilities	45	44	45	45	11	11	101	100	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	121	121	121	120	24	24	266	265	100	Yes	1
Black or African American	10	10	10	10	4	4	24	-	-	-	-
Hispanic or Latino	17	16	17	17	3	3	37	-	-	-	-
Multi-Race, Not Hispanic or Latino	13	13	13	13	6	6	32	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	60	60	60	60	6	6	126	126	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