Massachusetts School and District Profiles

Bridge Boston Charter School (District)

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Bridge Boston Charter School (District)

Organization Information

DISTRICT NAME
Bridge Boston Charter School (District) (04170000)

TITLE I STATUS
Title I District

REGION
Coastal

GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
79% - Meeting or exceeding targets	-

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

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	76%	82%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	79%
	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	2	4	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	8	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	20.0	8	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		6.6	9.6	-	7.2	7.6	-
Percentage of possible points		69%		-	95%		-
2026 Annual criterion-referenced target percentage		82%

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	3	4	-	4	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	7	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	20.0	8	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		5.4	9.6	-	7.2	7.6	-
Percentage of possible points		56%		-	95%		-
2025 Annual criterion-referenced target percentage		76%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	52%	68%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	62%
	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	1	4	-
	Mathematics achievement	4	4	-
	Science achievement	3	4	-
	Achievement total	8	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		7.0	10.3	-
Percentage of possible points		68%		-
2026 Annual criterion-referenced target percentage		68%

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	1	4	-
	Science achievement	2	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.4	10.3	-
Percentage of possible points		52%		-
2025 Annual criterion-referenced target percentage		52%

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	489.9	490.3	0.4	493.0	197	2	Recovery Path: Improved Below Target
Lowest Performing	467.0	473.8	6.8	472.1	39	4	Path Forward: Exceeded Target
High Needs	488.0	487.9	-0.1	490.7	168	1	Recovery Path: No Change
English Learners and Former English Learners	485.8	484.0	-1.8	488.9	71	0	Recovery Path: Declined
Low Income	487.8	488.5	0.7	490.5	154	2	Recovery Path: Improved Below Target
Students with Disabilities	474.7	473.9	-0.8	476.8	41	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	490.0	489.9	-0.1	493.2	117	1	Recovery Path: No Change
Hispanic or Latino	488.0	488.0	0.0	491.0	67	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	3	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	493.6	497.0	3.4	496.1	197	4	Path Forward: Exceeded Target
Lowest Performing	471.2	483.5	12.3	476.3	39	4	Path Forward: Exceeded Target
High Needs	491.8	495.2	3.4	494.5	168	4	Path Forward: Exceeded Target
English Learners and Former English Learners	490.8	493.2	2.4	494.3	71	2	Path Forward: Improved Below Target
Low Income	491.3	495.6	4.3	494.1	154	4	Path Forward: Exceeded Target
Students with Disabilities	480.0	479.3	-0.7	483.4	41	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	493.7	496.4	2.7	497.0	117	3	Path Forward: Met Target
Hispanic or Latino	490.8	495.9	5.1	493.4	67	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	3	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	479.4	481.5	2.1	483.0	62	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	14	-	-
High Needs	477.0	480.6	3.6	480.8	51	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	476.6	479.8	3.2	480.6	47	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	481.4	480.3	-1.1	486.5	39	0	Path Forward: Declined
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.0	158	3	Typical Growth - High
Lowest Performing	64.5	37	4	Exceeded Typical Growth
High Needs	54.5	135	3	Typical Growth - High
English Learners and Former English Learners	56.3	58	3	Typical Growth - High
Low Income	54.7	122	3	Typical Growth - High
Students with Disabilities	59.5	32	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	54.8	98	3	Typical Growth - High
Hispanic or Latino	56.2	50	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	-	3	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	63.6	158	4	Exceeded Typical Growth
Lowest Performing	69.8	37	4	Exceeded Typical Growth
High Needs	63.1	135	4	Exceeded Typical Growth
English Learners and Former English Learners	64.4	58	4	Exceeded Typical Growth
Low Income	62.9	122	4	Exceeded Typical Growth
Students with Disabilities	64.5	32	4	Exceeded Typical Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	62.9	98	4	Exceeded Typical Growth
Hispanic or Latino	65.7	50	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	-	3	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	53.2	70.7	17.5	57.2	41	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	53.2	70.7	17.5	57.2	41	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	16.5	18.8	2.3	15.0	277	0	Declined
Lowest Performing	17.5	23.1	5.6	12.9	39	0	Declined
High Needs	17.8	19.9	2.1	15.4	241	0	Declined
English Learners and Former English Learners	15.8	12.0	-3.8	12.3	108	3	Met Target
Low Income	19.4	20.8	1.4	16.2	221	0	Declined
Students with Disabilities	24.2	31.5	7.3	20.6	54	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	11.6	16.9	5.3	8.0	160	0	Declined
Hispanic or Latino	28.0	21.4	-6.6	23.8	98	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	4	-	-

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	197	100	Yes	1	197	197	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	168	168	168	168	51	51	387	387	100	Yes	1
English Learners and Former English Learners	71	71	71	71	23	23	165	165	100	Yes	1
Low Income	154	154	154	154	47	47	355	355	100	Yes	1
Students with Disabilities	41	41	41	41	10	10	92	92	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	3	3	3	3	1	1	7	-	-	-	-
Black or African American	117	117	117	117	39	39	273	273	100	Yes	1
Hispanic or Latino	67	67	67	67	20	20	154	154	100	Yes	1
Multi-Race, Not Hispanic or Latino	5	5	5	5	1	1	11	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	3	3	3	3	1	1	7	-	-	-	-

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