Massachusetts School and District Profiles

Lawrence Family Development Charter (District)

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Lawrence Family Development Charter (District)

Organization Information

DISTRICT NAME
Lawrence Family Development Charter (District) (04540000)

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

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
51% - Substantial 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	50%	51%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	51%
	Substantial 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	-	3	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	3	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		3.5	9.6	-	4.9	7.6	-
Percentage of possible points		37%		-	65%		-
2026 Annual criterion-referenced target percentage		51%

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	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		2.6	9.6	-	5.6	7.6	-
Percentage of possible points		27%		-	74%		-
2025 Annual criterion-referenced target percentage		50%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	41%	32%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	36%
	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	3	4	-
	Achievement total	3	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		3.3	10.3	-
Percentage of possible points		32%		-
2026 Annual criterion-referenced target percentage		32%

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	0	4	-
	Mathematics achievement	2	4	-
	Science achievement	2	4	-
	Achievement total	4	12	67.5
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	-	-	-
	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		4.2	10.3	-
Percentage of possible points		41%		-
2025 Annual criterion-referenced target percentage		41%

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	487.4	485.2	-2.2	490.4	500	0	Recovery Path: Declined
Lowest Performing	459.8	463.9	4.1	464.1	104	3	Recovery Path: Met Target
High Needs	485.3	483.6	-1.7	488.1	434	0	Recovery Path: Declined
English Learners and Former English Learners	478.3	477.4	-0.9	482.2	232	0	Recovery Path: Declined
Low Income	485.5	484.3	-1.2	488.3	386	0	Recovery Path: Declined
Students with Disabilities	464.2	465.5	1.3	467.6	83	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	487.5	485.1	-2.4	490.6	496	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	487.8	485.0	-2.8	490.1	500	0	Recovery Path: Declined
Lowest Performing	466.9	469.0	2.1	471.8	104	2	Recovery Path: Improved Below Target
High Needs	486.3	483.5	-2.8	488.8	434	0	Recovery Path: Declined
English Learners and Former English Learners	483.2	479.1	-4.1	486.1	232	0	Recovery Path: Declined
Low Income	485.8	483.8	-2.0	488.5	386	0	Recovery Path: Declined
Students with Disabilities	471.4	469.2	-2.2	473.5	83	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	487.8	485.1	-2.7	490.9	496	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	486.5	488.4	1.9	488.8	148	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	34	-	-
High Needs	484.9	486.9	2.0	487.0	120	3	Recovery Path: Met Target
English Learners and Former English Learners	479.5	479.2	-0.3	482.9	47	1	Recovery Path: No Change
Low Income	484.1	487.0	2.9	486.2	107	4	Recovery Path: Exceeded Target
Students with Disabilities	-	-	-	-	21	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	486.5	488.3	1.8	491.6	146	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.3	398	3	Typical Growth - High
Lowest Performing	50.2	104	3	Typical Growth - High
High Needs	49.6	340	2	Typical Growth - Low
English Learners and Former English Learners	48.7	177	2	Typical Growth - Low
Low Income	49.6	300	2	Typical Growth - Low
Students with Disabilities	46.5	65	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	3	-	-
Hispanic or Latino	50.3	395	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	-	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.8	398	2	Typical Growth - Low
Lowest Performing	47.3	104	2	Typical Growth - Low
High Needs	47.6	340	2	Typical Growth - Low
English Learners and Former English Learners	46.3	177	2	Typical Growth - Low
Low Income	47.6	300	2	Typical Growth - Low
Students with Disabilities	43.3	65	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	3	-	-
Hispanic or Latino	47.9	395	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	-	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	50.0	50.2	0.2	52.2	239	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	50.0	50.2	0.2	52.2	239	3	Met 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	1.6	1.5	-0.1	1.0	713	4	Exceeded Target
Lowest Performing	0.0	1.0	1.0	1.0	104	4	Exceeded Target
High Needs	1.3	1.8	0.5	1.0	624	4	Exceeded Target
English Learners and Former English Learners	1.1	1.6	0.5	1.0	384	4	Exceeded Target
Low Income	1.3	1.8	0.5	1.0	547	4	Exceeded Target
Students with Disabilities	4.3	3.0	-1.3	1.0	99	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	1.6	1.6	0.0	1.0	708	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

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	501	501	100	Yes	1	501	501	100	Yes	1	148	148	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	435	435	435	435	120	120	990	990	100	Yes	1
English Learners and Former English Learners	233	233	233	233	47	47	513	513	100	Yes	1
Low Income	387	387	387	387	107	107	881	881	100	Yes	1
Students with Disabilities	83	83	83	83	21	21	187	187	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	4	4	4	4	2	2	10	-	-	-	-
Hispanic or Latino	497	497	497	497	146	146	1,140	1,140	100	Yes	1
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-	-	-	-	-

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