Massachusetts School and District Profiles

Marblehead Community Charter Public (District)

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Marblehead Community Charter Public (District)

Organization Information

DISTRICT NAME
Marblehead Community Charter Public (District) (04640000)

TITLE I STATUS
Title I District

REGION
Coastal

GRADES SERVED
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
65% - 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	84%	53%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	65%
	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	-	2	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	5	12	67.5	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	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	2	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	3	4	10.0
Weighted total		4.9	10.3	-	4.4	7.6	-
Percentage of possible points		48%		-	58%		-
2026 Annual criterion-referenced target percentage		53%

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	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	8	22.5	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		10.0	10.3	-	5.4	7.6	-
Percentage of possible points		97%		-	71%		-
2025 Annual criterion-referenced target percentage		84%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	94%	14%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	46%
	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	0	4	-
	Achievement total	0	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		1.4	10.3	-
Percentage of possible points		14%		-
2026 Annual criterion-referenced target percentage		14%

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	4	4	-
	Achievement total	12	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		9.7	10.3	-
Percentage of possible points		94%		-
2025 Annual criterion-referenced target percentage		94%

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	501.7	499.4	-2.3	504.0	226	0	Path Forward: Declined
Lowest Performing	472.7	475.1	2.4	477.8	31	2	Recovery Path: Improved Below Target
High Needs	491.8	489.5	-2.3	494.7	121	0	Path Forward: Declined
English Learners and Former English Learners	489.3	485.1	-4.2	491.8	48	0	Path Forward: Declined
Low Income	489.3	488.8	-0.5	491.7	69	1	Path Forward: No Change
Students with Disabilities	489.8	486.3	-3.5	493.1	56	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	493.7	488.6	-5.1	496.2	41	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	503.4	500.8	-2.6	505.8	152	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	500.3	499.8	-0.5	502.9	226	1	Recovery Path: No Change
Lowest Performing	473.7	477.5	3.8	478.7	31	2	Recovery Path: Improved Below Target
High Needs	490.9	490.2	-0.7	493.5	120	0	Recovery Path: Declined
English Learners and Former English Learners	490.0	492.5	2.5	493.5	47	2	Path Forward: Improved Below Target
Low Income	488.8	489.7	0.9	492.6	69	2	Recovery Path: Improved Below Target
Students with Disabilities	488.9	483.8	-5.1	491.9	56	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	491.8	490.4	-1.4	494.4	41	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	502.4	501.9	-0.5	505.2	153	1	Path Forward: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	494.8	498.6	3.8	497.1	90	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	13	-	-
High Needs	487.5	485.1	-2.4	490.8	44	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	482.3	483.3	1.0	486.3	26	2	Path Forward: Improved Below Target
Students with Disabilities	489.1	487.9	-1.2	492.8	21	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.9	501.9	4.0	501.6	64	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.5	205	3	Typical Growth - High
Lowest Performing	56.4	31	3	Typical Growth - High
High Needs	52.5	107	3	Typical Growth - High
English Learners and Former English Learners	49.0	43	2	Typical Growth - Low
Low Income	49.0	61	2	Typical Growth - Low
Students with Disabilities	50.9	50	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	12	-	-
Hispanic or Latino	50.1	35	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	54.1	139	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.5	205	3	Typical Growth - High
Lowest Performing	57.5	31	3	Typical Growth - High
High Needs	56.5	106	3	Typical Growth - High
English Learners and Former English Learners	55.8	42	3	Typical Growth - High
Low Income	56.9	61	3	Typical Growth - High
Students with Disabilities	52.8	50	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	11	-	-
Hispanic or Latino	47.9	35	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	57.7	140	3	Typical Growth - High

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	11.9	11.5	-0.4	10.4	234	2	Improved Below Target
Lowest Performing	17.1	12.9	-4.2	12.5	31	3	Met Target
High Needs	11.9	13.6	1.7	9.5	125	0	Declined
English Learners and Former English Learners	5.3	4.0	-1.3	1.8	50	4	Exceeded Target
Low Income	19.4	18.9	-0.5	16.2	74	2	Improved Below Target
Students with Disabilities	8.8	18.2	9.4	5.2	55	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	21.4	9.5	-11.9	17.2	42	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	11.6	12.8	1.2	9.8	156	0	Declined

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	228	227	100	Yes	1	227	227	100	Yes	1	91	90	99	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	122	122	121	121	44	44	287	287	100	Yes	1
English Learners and Former English Learners	49	49	48	48	18	18	115	115	100	Yes	1
Low Income	69	69	69	69	26	26	164	164	100	Yes	1
Students with Disabilities	56	56	56	56	21	21	133	133	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	5	5	5	5	1	1	11	-	-	-	-
Black or African American	15	15	14	14	3	3	32	-	-	-	-
Hispanic or Latino	41	41	41	41	18	18	100	100	100	Yes	1
Multi-Race, Not Hispanic or Latino	13	13	13	13	4	4	30	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	153	152	153	153	65	64	371	369	99	Yes	1

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