Massachusetts School and District Profiles

Benjamin Banneker Charter Public (District)

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Benjamin Banneker Charter Public (District)

Organization Information

DISTRICT NAME
Benjamin Banneker Charter Public (District) (04200000)

TITLE I STATUS
Title I District

REGION
Coastal

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

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
87% - 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	89%	86%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	87%
	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	-	3	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	6	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	22.5	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		10.1	10.3	-	5.6	7.6	-
Percentage of possible points		98%		-	74%		-
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	67.5	7	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	22.5	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	1	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	0	4	10.0
Weighted total		9.8	10.3	-	6.3	7.6	-
Percentage of possible points		95%		-	83%		-
2025 Annual criterion-referenced target percentage		89%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	87%	91%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	90%
	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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	3	4	-
	Achievement total	11	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	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		9.4	10.3	-
Percentage of possible points		91%		-
2026 Annual criterion-referenced target percentage		91%

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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	3	4	-
	Achievement total	11	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	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		9.0	10.3	-
Percentage of possible points		87%		-
2025 Annual criterion-referenced target percentage		87%

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	517.6	520.4	2.8	519.0	179	4	Path Forward: Exceeded Target
Lowest Performing	492.7	497.9	5.2	497.8	32	3	Path Forward: Met Target
High Needs	514.7	516.8	2.1	517.0	124	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	515.9	518.5	2.6	518.0	110	4	Path Forward: Exceeded Target
Students with Disabilities	500.9	503.3	2.4	503.3	26	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	516.4	519.6	3.2	518.6	151	4	Path Forward: Exceeded Target
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	520.8	523.1	2.3	522.3	179	4	Path Forward: Exceeded Target
Lowest Performing	495.4	497.6	2.2	500.5	32	3	Path Forward: Met Target
High Needs	518.2	521.0	2.8	520.7	124	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	519.0	522.6	3.6	521.4	110	4	Path Forward: Exceeded Target
Students with Disabilities	504.5	510.8	6.3	507.7	26	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	520.1	523.4	3.3	523.1	151	4	Path Forward: Exceeded Target
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	512.3	513.9	1.6	514.5	45	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	11	-	-
High Needs	509.2	509.7	0.5	512.7	30	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	512.9	511.4	-1.5	517.3	28	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	5	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	511.9	511.8	-0.1	515.9	37	4	Path Forward: Exceeded Target
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	62.0	132	4	Exceeded Typical Growth
Lowest Performing	63.4	32	4	Exceeded Typical Growth
High Needs	61.0	89	4	Exceeded Typical Growth
English Learners and Former English Learners	-	15	-	-
Low Income	60.9	78	4	Exceeded Typical Growth
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	62.0	107	4	Exceeded Typical Growth
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	0	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.2	132	3	Typical Growth - High
Lowest Performing	51.5	32	3	Typical Growth - High
High Needs	50.2	89	3	Typical Growth - High
English Learners and Former English Learners	-	15	-	-
Low Income	50.7	78	3	Typical Growth - High
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	51.8	107	3	Typical Growth - High
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	0	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	10.1	7.6	-2.5	9.0	275	4	Exceeded Target
Lowest Performing	6.1	9.4	3.3	2.8	32	0	Declined
High Needs	13.8	9.7	-4.1	11.7	185	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	30	-	-
Low Income	13.8	10.8	-3.0	9.5	166	2	Improved Below Target
Students with Disabilities	16.3	9.5	-6.8	13.8	42	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	8.8	6.3	-2.5	5.8	238	3	Met Target
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	3	-	-

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	179	179	100	Yes	1	179	179	100	Yes	1	45	45	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	124	124	124	124	30	30	278	278	100	Yes	1
English Learners and Former English Learners	18	18	18	18	6	6	42	-	-	-	-
Low Income	110	110	110	110	28	28	248	248	100	Yes	1
Students with Disabilities	26	26	26	26	5	5	57	57	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	6	6	6	6	1	1	13	-	-	-	-
Black or African American	151	151	151	151	37	37	339	339	100	Yes	1
Hispanic or Latino	12	12	12	12	3	3	27	-	-	-	-
Multi-Race, Not Hispanic or Latino	9	9	9	9	4	4	22	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	1	1	1	1	0	0	2	-	-	-	-

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