The Department of Elementary and Secondary Education (DESE) has released its 2025 accountability data for schools and districts across the Commonwealth. Framingham Public Schools (FPS) has been classified as making moderate progress toward targets, with a two-year cumulative score of 44% toward meeting state-established performance goals.

One of the most notable highlights in this year’s report is the recognition of King Elementary School as a School of Recognition, a prestigious designation awarded to a small number of schools demonstrating high achievement, significant improvement, and/or high growth. “I am thrilled that we are seeing indicators of strong improvement in our overall performance, like this important classification,” said Dr. Robert A. Tremblay, Superintendent of the Framingham Public Schools. “This is a credit to our outstanding educators and school leaders and with the support of the Office of Teaching and Learning at the Central Office. We will continue to allocate our resources and efforts  to continually raise the bar and outcomes for our students.”

DESE’s accountability system evaluates districts and schools based on a variety of key indicators, including:

• MCAS achievement in English Language Arts (ELA), Math and Science/Technology/Engineering (STE);

• MCAS growth in ELA and Math;

• High school completion rates;

• Progress toward English language proficiency for English learners;

• Chronic absenteeism (missing 10% or more days of a student’s membership); and

• High school advanced coursework completion.

The 2025 data reflects several areas of improvement. FPS met its targets in non-high school grades for progress toward English language proficiency, and exceeded targets at the high school level. The district exceeded its targets to reduce chronic absenteeism in non-high school grades, showing stronger attendance and student engagement. Furthermore, FPS exceeded targets in both reducing the dropout rate and increasing advanced coursework completion at the high school level. Additionally, Framingham showed gains in ELA achievement for students in grades 3-8 and in science achievement for grade 10.

The district’s annual rating for progress toward meeting targets in 2025 was 46%, an increase from 40% in 2024. This upward trend contributed to the district’s overall two-year cumulative score of 44%, qualifying FPS for the category of “moderate progress.” The district remains in the "Not Requiring Assistance or Intervention" category, reaffirming a steady course while targeting ongoing support where needed.

While there are many positive indicators, the data also reveal opportunities for further improvement. Overall achievement in grade 10 declined in ELA and Math, as did Science in grades 5 and 8. Furthermore, chronic absenteeism at the high school level and Math achievement in grades 3–8 remained areas of concern and priority for targeted intervention.

In addition to King Elementary School’s standout performance, several schools showed strong progress toward their individual targets and an increase in their accountability percentile. A summary of school-level performance is provided below:

For more information about the Massachusetts’ school and district accountability system, refer to this one-page reference sheet. Complete school results can be found at http://profiles.doe.mass.edu/.

2025 MCAS Results:

The FPS 2025 MCAS results reflect the broader statewide trend noted by DESE, which observed that “Massachusetts students are still behind where they were in 2019. In grades 3-8, English language arts results increased from 2024, while math results were mostly flat. Science results were flat in grade 5 and lower in grade 8. For the first time in decades, high school students who took the MCAS in 2025 did not have to earn a qualifying score to graduate, and high school scores in English language arts, mathematics and science dropped compared to last year.”

The percent of Framingham Public School students Meeting or Exceeding Expectations for each grade level in each subject is outlined below:

These data underscore the importance of the district’s newly-identified instructional priority focused on standards-based, grade-level content delivered through high-quality instructional materials, with a particular emphasis on language development for all students, especially emergent bilingual and dually-identified learners.

Individual school results can be found at http://profiles.doe.mass.edu/.