Massachusetts School and District Profiles

Francis W. Parker Charter Essential School

Districts
Schools

2025

2025 Official Accountability Report - Francis W. Parker Charter Essential School

Organization Information

DISTRICT NAME
Francis W. Parker Charter Essential (District) (04780000)

TITLE I STATUS
Non-Title I School

REGION
Coastal

GRADES SERVED
07,08,09,10,11,12

Accountability and Assistance Level:

Substantial progress toward targets

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR
SCHOOLS IN THIS DISTRICT

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	69%	48%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	56%
	Substantial progress toward targets

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	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	3	4	-	-	-	-
	Achievement total	3	12	67.5	-	-	-
Growth	English language arts growth	1	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	3	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		3.1	10.3	-	-	-	-
Percentage of possible points		30%		-	-		-
2025 Annual criterion-referenced target percentage		48%

2024 Points awarded

2024 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	3	4	-	-	-	-
	Mathematics achievement	4	4	-	-	-	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	67.5	-	-	-
Growth	English language arts growth	3	4	-	-	-	-
	Mathematics growth	2	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	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-
Weighted total		8.6	10.3	-	-	-	-
Percentage of possible points		84%		-	-		-
2024 Annual criterion-referenced target percentage		69%

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

	2024	2025
Annual criterion-referenced target percentage	75%	19%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	42%
	Moderate progress toward targets

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	1	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	1	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	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		2.0	10.3	-
Percentage of possible points		19%		-
2025 Annual criterion-referenced target percentage		19%

2024 Points awarded

2024 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	4	4	-
	Science achievement	4	4	-
	Achievement total	10	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	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		7.7	10.3	-
Percentage of possible points		75%		-
2024 Annual criterion-referenced target percentage		75%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	503.8	500.3	-3.5	506.6	126	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	19	-	-
High Needs	492.1	492.0	-0.1	494.4	44	1	Path Forward: No Change
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	21	-	-
Students with Disabilities	489.6	490.6	1.0	492.0	28	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	505.3	504.1	-1.2	506.8	91	3	Path Forward: Met Target

English language arts achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	517.9	517.5	-0.4	518.9	58	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	20	-	-
High Needs	-	-	-	-	16	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	7	-	-
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	520.8	517.7	-3.1	522.1	52	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	500.6	499.7	-0.9	502.8	126	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	19	-	-
High Needs	492.7	491.2	-1.5	495.2	44	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	21	-	-
Students with Disabilities	491.9	489.6	-2.3	495.1	28	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	502.0	502.1	0.1	503.8	91	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	505.4	504.6	-0.8	506.9	58	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	20	-	-
High Needs	-	-	-	-	17	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	7	-	-
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.7	506.5	-1.2	509.4	52	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	508.0	506.1	-1.9	509.9	64	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	499.4	497.0	-2.4	502.9	21	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	6	-	-
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.1	508.3	-1.8	511.9	52	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	509.6	505.6	-4.0	510.6	57	0	Path Forward: Declined
Lowest Performing	-	-	-	-	20	-	-
High Needs	-	-	-	-	15	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	5	-	-
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.2	507.3	-3.9	512.5	52	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	38.6	110	1	Low Growth
Lowest Performing	-	19	-	-
High Needs	43.9	41	2	Typical Growth - Low
English Learners and Former English Learners	-	3	-	-
Low Income	-	18	-	-
Students with Disabilities	53.5	27	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.0	79	2	Typical Growth - Low

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	63.4	47	4	Exceeded Typical Growth
Lowest Performing	-	20	-	-
High Needs	-	12	-	-
English Learners and Former English Learners	-	-	-	-
Low Income	-	5	-	-
Students with Disabilities	-	9	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	61.5	42	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	43.7	110	2	Typical Growth - Low
Lowest Performing	-	19	-	-
High Needs	40.7	41	2	Typical Growth - Low
English Learners and Former English Learners	-	3	-	-
Low Income	-	19	-	-
Students with Disabilities	51.3	26	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.0	78	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	55.5	48	3	Typical Growth - High
Lowest Performing	-	20	-	-
High Needs	-	14	-	-
English Learners and Former English Learners	-	-	-	-
Low Income	-	6	-	-
Students with Disabilities	-	10	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.5	43	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.4	100.0	1.6	95.0	50	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	13	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	9	-	-
Students with Disabilities	-	-	-	-	5	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.1	100.0	1.9	95.0	46	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	92.6	98.4	5.8	93.6	61	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	20	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	95.5	98.1	2.6	95.0	53	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.4	0.9	0.5	1.0	233	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	54	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	23	-	-
Students with Disabilities	-	-	-	-	34	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.0	1.0	1.0	1.0	203	3	Met Target

Progress toward attaining English language proficiency - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
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	-	-	-	-	-	-	-

Progress toward attaining English language proficiency - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
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 - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	20.3	13.8	-6.5	19.2	145	4	Exceeded Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	27.5	18.5	-9.0	25.4	54	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	25	-	-
Students with Disabilities	26.8	22.2	-4.6	24.3	36	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	21.0	16.0	-5.0	19.8	106	4	Exceeded Target

Chronic absenteeism - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	15.5	18.3	2.8	14.4	251	0	Declined
Lowest Performing	-	-	-	-	20	-	-
High Needs	-	-	-	-	75	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	30	-	-
Students with Disabilities	-	-	-	-	52	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	15.9	17.5	1.6	14.5	211	0	Declined

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	82.6	87.0	4.4	84.7	108	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	28	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	84.2	86.5	2.3	86.7	89	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	197	191	97	Yes	1	197	191	97	Yes	1	130	128	98	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	68	64	68	65	42	41	178	170	96	Yes	1
English Learners and Former English Learners	5	5	5	5	1	1	11	-	-	-	-
Low Income	31	30	31	30	15	15	77	75	97	Yes	1
Students with Disabilities	46	42	46	43	33	32	125	117	95	Yes	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	2	2	10	-	-	-	-
Black or African American	6	6	6	6	4	4	16	-	-	-	-
Hispanic or Latino	16	16	16	16	5	5	37	-	-	-	-
Multi-Race, Not Hispanic or Latino	17	17	17	17	9	9	43	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	153	147	153	147	110	108	416	402	97	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