Massachusetts School and District Profiles

Community Academy of Science and Health
Districts Schools
Select an Org
View Previous Year
2025
print page

2025 Official Accountability Report - Community Academy of Science and Health
Organization Information
DISTRICT NAME
Boston (00350000)		TITLE I STATUS
Title I School
REGION
Coastal		GRADES SERVED
09,10,11,12
Accountability and Assistance Level:In need of focused/targeted support

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage26%38%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		33%
Moderate progress toward targets

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
6

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage24%34%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		30%
Moderate progress toward targets

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 483.4 479.2 -4.2 486.9 550Path Forward: Declined
Lowest Performing-------
High Needs 483.1 477.5 -5.6 487.4 510Path Forward: Declined
English Learners and Former English Learners---- 21--
Low Income 483.5 478.0 -5.5 488.4 490Path Forward: Declined
Students with Disabilities---- 18--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American 478.9 478.9 0.0 484.0 341Path Forward: No Change
Hispanic or Latino---- 15--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White---- 1--

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 479.7 480.5 0.8 483.8 512Path Forward: Improved Below Target
Lowest Performing-------
High Needs 478.4 480.2 1.8 482.6 472Path Forward: Improved Below Target
English Learners and Former English Learners---- 19--
Low Income 478.5 480.1 1.6 482.3 462Path Forward: Improved Below Target
Students with Disabilities---- 17--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American 479.8 482.8 3.0 484.9 322Path Forward: Improved Below Target
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White---- 1--

Science achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 483.0 480.1 -2.9 486.1 320Path Forward: Declined
Lowest Performing-------
High Needs 482.9 478.6 -4.3 486.2 290Path Forward: Declined
English Learners and Former English Learners---- 5--
Low Income 482.8 478.4 -4.4 486.0 280Path Forward: Declined
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American 482.3 481.7 -0.6 485.4 210Path Forward: Declined
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White---- 1--

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students 41.1 282Typical Growth - Low
Lowest Performing----
High Needs 40.2 242Typical Growth - Low
English Learners and Former English Learners- 5--
Low Income 38.0 221Low Growth
Students with Disabilities- 11--
American Indian or Alaska Native----
Asian- 2--
Black or African American 36.8 201Low Growth
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White----

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students 50.8 273Typical Growth - High
Lowest Performing----
High Needs 50.0 233Typical Growth - High
English Learners and Former English Learners- 5--
Low Income 49.9 222Typical Growth - Low
Students with Disabilities- 11--
American Indian or Alaska Native----
Asian- 3--
Black or African American- 18--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White----

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 60.9 64.4 3.5 65.4 902Improved Below Target
Lowest Performing-------
High Needs 59.7 64.0 4.3 64.8 862Improved Below Target
English Learners and Former English Learners---- 23--
Low Income 60.0 65.1 5.1 65.3 833Met Target
Students with Disabilities---- 31--
American Indian or Alaska Native-------
Asian---- 6--
Black or African American 60.5 56.9 -3.6 66.4 510Declined
Hispanic or Latino---- 26--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander---- 1--
White---- 2--

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students 78.9 81.2 2.3 81.6 693Met Target
Lowest Performing-------
High Needs 76.9 80.6 3.7 80.5 673Met Target
English Learners and Former English Learners---- 14--
Low Income 76.3 80.0 3.7 80.6 652Improved Below Target
Students with Disabilities---- 27--
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American 79.5 78.9 -0.6 84.4 380Declined
Hispanic or Latino---- 24--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White---- 1--

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 5.3 6.8 1.5 4.8 3110Declined
Lowest Performing-------
High Needs 5.4 6.9 1.5 4.9 2910Declined
English Learners and Former English Learners---- 73--
Low Income 5.6 7.1 1.5 5.0 2660Declined
Students with Disabilities---- 118--
American Indian or Alaska Native-------
Asian---- 20--
Black or African American 6.3 5.4 -0.9 5.7 1663Met Target
Hispanic or Latino---- 104--
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander---- 2--
White---- 9--

Progress toward attaining English language proficiency - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 22.0 35.6 13.6 23.5 874Exceeded Target
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-------

Chronic absenteeism - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 55.3 55.2 -0.1 52.3 4062Improved Below Target
Lowest Performing---- 1--
High Needs 55.0 55.3 0.3 51.4 3781No Change
English Learners and Former English Learners---- 172--
Low Income 56.7 55.5 -1.2 52.7 3622Improved Below Target
Students with Disabilities---- 115--
American Indian or Alaska Native---- 1--
Asian---- 16--
Black or African American 46.0 46.5 0.5 42.3 2541No Change
Hispanic or Latino---- 119--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander---- 1--
White---- 9--

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 43.5 51.3 7.8 48.3 2304Exceeded Target
Lowest Performing-------
High Needs 41.5 49.5 8.0 46.6 2124Exceeded Target
English Learners and Former English Learners---- 102--
Low Income 41.5 49.5 8.0 46.8 2044Exceeded Target
Students with Disabilities---- 61--
American Indian or Alaska Native-------
Asian---- 8--
Black or African American 34.1 48.0 13.9 40.8 1504Exceeded Target
Hispanic or Latino---- 62--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander---- 1--
White---- 6--


About this report

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 Interpretive Materials
Accountability Terms Glossary of Accountability Terms

School and District Profiles