Massachusetts School and District Profiles

Community Charter School of Cambridge (District)

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Community Charter School of Cambridge (District)

Organization Information

DISTRICT NAME
Community Charter School of Cambridge (District) (04360000)

TITLE I STATUS
Title I District

REGION
Coastal

GRADES SERVED
06,07,08,09,10,11,12

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
35% - Moderate progress toward 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	54%	22%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	35%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	0	4	-	0	4	-	-	-	-
	Mathematics achievement	0	4	-	3	4	-	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	-	-	-	-	-	-
	Achievement total	0	12	67.5	3	8	90.0	0	8	70.0	-	-	-
Growth	English language arts growth	2	4	-	-	-	-	-	-	-	-	-	-
	Mathematics growth	3	4	-	-	-	-	-	-	-	-	-	-
	Growth total	5	8	22.5	-	-	-	-	-	-	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	0	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	4	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	3	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	7	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	1	4	-	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	0	4	10.0	1	4	10.0	4	8	10.0	-	-	-
Weighted total		1.1	10.3	-	2.8	7.6	-	1.8	8.8	-	-	-	-
Percentage of possible points		11%		-	37%		-	21%		-	-		-
Percentage of possible points by gradespan		24% Weight of non-high school results:54%						21% Weight of high school results:46%
2026 Annual criterion-referenced target percentage		22%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	0	4	-	0	4	-	-	-	-
	Mathematics achievement	1	4	-	2	4	-	4	4	-	-	-	-
	Science achievement	4	4	-	-	-	-	1	4	-	-	-	-
	Achievement total	7	12	67.5	2	8	67.5	5	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	2	4	-	4	4	-	-	-	-
	Mathematics growth	2	4	-	3	4	-	4	4	-	-	-	-
	Growth total	4	8	22.5	5	8	22.5	8	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	4	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	4	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	4	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	12	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0	0	8	10.0	-	-	-
Weighted total		5.9	10.3	-	2.9	7.6	-	6.6	10.7	-	-	-	-
Percentage of possible points		57%		-	38%		-	62%		-	-		-
Percentage of possible points by gradespan		48% Weight of non-high school results:53%						62% Weight of high school results:47%
2025 Annual criterion-referenced target percentage		54%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	61%	22%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	38%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (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	2	4	-	-	-	-
	Achievement total	2	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		2.3	10.3	-	-	-	-
Percentage of possible points		22%		-	-		-
Percentage of possible points by gradespan		22% Weight of non-high school results:100%			- Weight of high school results:0%
2026 Annual criterion-referenced target percentage		22%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (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	1	4	-	-	-	-
	Science achievement	4	4	-	-	-	-
	Achievement total	8	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		6.3	10.3	-	-	-	-
Percentage of possible points		61%		-	-		-
Percentage of possible points by gradespan		61% Weight of non-high school results:100%			- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		61%

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	502.1	494.8	-7.3	505.0	138	0	Recovery Path: Declined
Lowest Performing	475.7	473.5	-2.2	480.8	20	0	Path Forward: Declined
High Needs	497.3	490.0	-7.3	500.3	107	0	Recovery Path: Declined
English Learners and Former English Learners	496.7	483.5	-13.2	499.1	26	0	Path Forward: Declined
Low Income	500.8	491.6	-9.2	504.4	90	0	Recovery Path: Declined
Students with Disabilities	478.2	478.5	0.3	480.6	31	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	499.0	493.1	-5.9	502.5	78	0	Recovery Path: Declined
Hispanic or Latino	494.3	488.9	-5.4	496.9	31	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	14	-	-

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	506.5	502.5	-4.0	508.4	24	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	21	-	-
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	-	-	-	-	6	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
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	499.0	498.0	-1.0	502.2	137	0	Recovery Path: Declined
Lowest Performing	476.9	482.3	5.4	482.0	20	3	Path Forward: Met Target
High Needs	495.5	493.7	-1.8	499.2	106	0	Recovery Path: Declined
English Learners and Former English Learners	498.4	494.0	-4.4	501.4	26	0	Path Forward: Declined
Low Income	496.8	495.0	-1.8	500.4	89	3	Recovery Path: Met Target
Students with Disabilities	480.2	480.1	-0.1	483.4	31	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	495.0	496.9	1.9	499.3	77	3	Recovery Path: Met Target
Hispanic or Latino	495.5	495.1	-0.4	498.4	31	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	14	-	-

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	503.0	495.6	-7.4	506.3	23	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	20	-	-
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	-	-	-	-	5	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
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	493.6	492.9	-0.7	495.3	59	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	12	-	-
High Needs	489.2	489.5	0.3	492.7	45	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	489.4	488.9	-0.5	493.8	37	1	Path Forward: No Change
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	487.8	494.5	6.7	491.8	31	4	Path Forward: Exceeded Target
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	5	-	-

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	-	-	-	-	16	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	14	-	-
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	8	-	-
Students with Disabilities	-	-	-	-	6	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.2	119	2	Typical Growth - Low
Lowest Performing	-	19	-	-
High Needs	42.5	92	2	Typical Growth - Low
English Learners and Former English Learners	48.1	21	2	Typical Growth - Low
Low Income	40.4	77	2	Typical Growth - Low
Students with Disabilities	47.6	27	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	41.2	71	2	Typical Growth - Low
Hispanic or Latino	42.3	27	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	-	7	-	-

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	-	18	-	-
Lowest Performing	-	-	-	-
High Needs	-	16	-	-
English Learners and Former English Learners	-	7	-	-
Low Income	-	10	-	-
Students with Disabilities	-	6	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	11	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	0	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	2	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.0	118	3	Typical Growth - High
Lowest Performing	-	19	-	-
High Needs	49.9	91	2	Typical Growth - Low
English Learners and Former English Learners	62.0	22	4	Exceeded Typical Growth
Low Income	49.4	77	2	Typical Growth - Low
Students with Disabilities	46.5	26	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	50.3	71	3	Typical Growth - High
Hispanic or Latino	47.4	27	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	0	-	-
White	-	7	-	-

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	-	17	-	-
Lowest Performing	-	-	-	-
High Needs	-	15	-	-
English Learners and Former English Learners	-	6	-	-
Low Income	-	9	-	-
Students with Disabilities	-	5	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	10	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	0	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	2	-	-

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	95.7	92.5	-3.2	95.0	40	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	34	-	-
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	30	-	-
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	100.0	95.7	-4.3	95.0	46	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	35	-	-
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	35	-	-
Students with Disabilities	-	-	-	-	6	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	30	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.0	0.8	0.8	1.0	118	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	87	-	-
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	-	-	-	-	66	-	-
Students with Disabilities	-	-	-	-	30	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	78	-	-
Hispanic or Latino	-	-	-	-	24	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	6	-	-

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	-	-	-	-	-	-	-

Progress toward attaining English language proficiency - 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	12.4	13.8	1.4	11.3	145	0	Declined
Lowest Performing	10.0	10.0	0.0	6.7	20	1	No Change
High Needs	14.6	15.9	1.3	12.5	113	0	Declined
English Learners and Former English Learners	7.3	12.9	5.6	4.3	31	0	Declined
Low Income	18.3	16.8	-1.5	14.0	95	2	Improved Below Target
Students with Disabilities	13.8	12.9	-0.9	11.3	31	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	10.0	9.9	-0.1	7.0	81	2	Improved Below Target
Hispanic or Latino	21.4	18.2	-3.2	17.2	33	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	16	-	-

Chronic absenteeism - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	25.0	18.8	-6.2	23.9	117	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	91	-	-
English Learners and Former English Learners	-	-	-	-	35	-	-
Low Income	-	-	-	-	70	-	-
Students with Disabilities	-	-	-	-	26	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	70	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	11	-	-

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	76.7	73.3	-3.4	78.8	45	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	30	-	-
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	-	-	-	-	21	-	-
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	30	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
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	165	162	98	Yes	1	165	161	98	Yes	1	84	82	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	131	128	131	127	67	65	329	320	97	Yes	1
English Learners and Former English Learners	38	35	38	35	21	21	97	91	96	Yes	2
Low Income	106	104	106	102	52	50	264	256	97	Yes	1
Students with Disabilities	37	37	37	36	20	20	94	93	99	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	7	7	7	7	2	2	16	-	-	-	-
Black or African American	91	89	91	88	44	43	226	220	97	Yes	1
Hispanic or Latino	39	38	39	38	24	23	102	99	97	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	4	4	20	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	18	18	18	18	8	8	44	-	-	-	-

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