Massachusetts School and District Profiles

Community Day Charter Public School (District)

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Community Day Charter Public School (District)

Organization Information

DISTRICT NAME
Community Day Charter Public School (District) (04400000)

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

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
44% - 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	37%	49%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	44%
	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)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	4	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	20.0	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	2	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		4.2	9.6	-	4.1	7.6	-
Percentage of possible points		44%		-	54%		-
2026 Annual criterion-referenced target percentage		49%

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	1	4	-	2	4	-
	Mathematics achievement	1	4	-	1	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	3	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	3	4	10.0
Weighted total		2.7	9.6	-	3.5	7.6	-
Percentage of possible points		28%		-	46%		-
2025 Annual criterion-referenced target percentage		37%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	29%	44%
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)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	4	4	-
	Achievement total	4	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.5	10.3	-
Percentage of possible points		44%		-
2026 Annual criterion-referenced target percentage		44%

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	1	4	-
	Science achievement	0	4	-
	Achievement total	2	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		3.0	10.3	-
Percentage of possible points		29%		-
2025 Annual criterion-referenced target percentage		29%

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	494.4	493.7	-0.7	498.4	678	0	Recovery Path: Declined
Lowest Performing	465.9	469.9	4.0	471.0	140	2	Path Forward: Improved Below Target
High Needs	492.2	491.2	-1.0	496.3	566	0	Recovery Path: Declined
English Learners and Former English Learners	486.2	485.7	-0.5	491.3	245	1	Recovery Path: No Change
Low Income	492.4	491.9	-0.5	496.4	492	1	Recovery Path: No Change
Students with Disabilities	473.2	473.9	0.7	477.0	165	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	494.0	493.3	-0.7	498.0	649	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	10	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	499.1	498.1	-1.0	502.8	679	0	Recovery Path: Declined
Lowest Performing	472.3	475.8	3.5	477.4	140	2	Path Forward: Improved Below Target
High Needs	496.9	496.3	-0.6	500.8	567	0	Recovery Path: Declined
English Learners and Former English Learners	492.8	492.9	0.1	497.5	245	2	Recovery Path: Improved Below Target
Low Income	496.6	496.2	-0.4	500.2	493	3	Recovery Path: Met Target
Students with Disabilities	479.8	481.0	1.2	482.9	166	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	498.9	497.9	-1.0	502.6	650	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	10	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	492.7	495.7	3.0	494.6	207	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	48	-	-
High Needs	489.7	492.3	2.6	491.7	169	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	481.5	489.2	7.7	485.4	80	4	Recovery Path: Exceeded Target
Low Income	490.3	492.5	2.2	493.7	149	2	Path Forward: Improved Below Target
Students with Disabilities	470.5	479.0	8.5	473.4	52	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	492.6	495.4	2.8	497.7	202	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	2	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.0	551	3	Typical Growth - High
Lowest Performing	55.5	140	3	Typical Growth - High
High Needs	52.3	461	3	Typical Growth - High
English Learners and Former English Learners	51.3	207	3	Typical Growth - High
Low Income	53.1	406	3	Typical Growth - High
Students with Disabilities	50.6	129	3	Typical Growth - High
American Indian or Alaska Native	-	3	-	-
Asian	-	2	-	-
Black or African American	-	8	-	-
Hispanic or Latino	52.8	527	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	7	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.4	553	3	Typical Growth - High
Lowest Performing	49.1	140	2	Typical Growth - Low
High Needs	51.1	462	3	Typical Growth - High
English Learners and Former English Learners	50.8	207	3	Typical Growth - High
Low Income	51.2	407	3	Typical Growth - High
Students with Disabilities	49.3	130	2	Typical Growth - Low
American Indian or Alaska Native	-	3	-	-
Asian	-	2	-	-
Black or African American	-	8	-	-
Hispanic or Latino	50.1	529	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	7	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	37.5	37.6	0.1	42.9	229	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	37.5	37.6	0.1	42.9	229	2	Improved Below 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	9.1	5.8	-3.3	7.8	949	4	Exceeded Target
Lowest Performing	9.3	8.6	-0.7	5.8	140	3	Met Target
High Needs	10.1	6.5	-3.6	7.5	802	4	Exceeded Target
English Learners and Former English Learners	8.1	4.7	-3.4	5.1	382	4	Exceeded Target
Low Income	11.0	7.2	-3.8	7.3	705	3	Met Target
Students with Disabilities	11.3	8.0	-3.3	8.0	213	3	Met Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	9.1	6.0	-3.1	5.4	910	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

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	679	678	100	Yes	1	679	679	100	Yes	1	207	207	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	567	566	567	567	169	169	1,303	1,302	100	Yes	1
English Learners and Former English Learners	245	245	245	245	80	80	570	570	100	Yes	1
Low Income	493	492	493	493	149	149	1,135	1,134	100	Yes	1
Students with Disabilities	166	165	166	166	52	52	384	383	100	Yes	1
American Indian or Alaska Native	3	3	3	3	0	0	6	-	-	-	-
Asian	2	2	2	2	1	1	5	-	-	-	-
Black or African American	9	9	9	9	1	1	19	-	-	-	-
Hispanic or Latino	650	649	650	650	202	202	1,502	1,501	100	Yes	1
Multi-Race, Not Hispanic or Latino	5	5	5	5	1	1	11	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	10	10	10	10	2	2	22	-	-	-	-

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