Massachusetts School and District Profiles

Boston Renaissance Charter Public (District)

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Boston Renaissance Charter Public (District)

Organization Information

DISTRICT NAME
Boston Renaissance Charter Public (District) (04810000)

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

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
56% - 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%	60%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	56%
	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	2	4	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		4.2	9.6	-	5.8	7.6	-
Percentage of possible points		44%		-	76%		-
2026 Annual criterion-referenced target percentage		60%

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	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	6	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		4.6	9.6	-	4.0	7.6	-
Percentage of possible points		48%		-	53%		-
2025 Annual criterion-referenced target percentage		50%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	35%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	37%
	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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		4.0	10.3	-
Percentage of possible points		39%		-
2026 Annual criterion-referenced target percentage		39%

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	0	4	-
	Science achievement	4	4	-
	Achievement total	4	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		3.6	10.3	-
Percentage of possible points		35%		-
2025 Annual criterion-referenced target percentage		35%

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	483.2	483.5	0.3	485.7	427	2	Recovery Path: Improved Below Target
Lowest Performing	458.9	463.0	4.1	464.0	69	2	Path Forward: Improved Below Target
High Needs	479.9	480.3	0.4	482.0	341	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	475.9	478.5	2.6	480.0	120	2	Recovery Path: Improved Below Target
Low Income	480.4	480.5	0.1	483.2	294	2	Recovery Path: Improved Below Target
Students with Disabilities	466.0	467.8	1.8	468.2	82	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	484.2	484.7	0.5	487.3	242	2	Recovery Path: Improved Below Target
Hispanic or Latino	480.1	481.0	0.9	483.6	172	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	5	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	482.0	483.4	1.4	485.3	427	2	Recovery Path: Improved Below Target
Lowest Performing	455.4	463.2	7.8	460.8	69	4	Recovery Path: Exceeded Target
High Needs	477.8	480.2	2.4	480.8	341	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	476.1	478.9	2.8	479.5	121	2	Recovery Path: Improved Below Target
Low Income	478.1	480.5	2.4	481.5	294	2	Recovery Path: Improved Below Target
Students with Disabilities	463.7	466.3	2.6	466.6	83	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	482.6	484.6	2.0	485.9	241	2	Recovery Path: Improved Below Target
Hispanic or Latino	480.2	481.6	1.4	483.2	173	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	5	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	486.4	480.8	-5.6	490.7	107	0	Path Forward: Declined
Lowest Performing	-	-	-	-	29	-	-
High Needs	483.1	477.1	-6.0	487.4	88	0	Path Forward: Declined
English Learners and Former English Learners	484.8	473.7	-11.1	489.0	34	0	Path Forward: Declined
Low Income	482.9	477.6	-5.3	487.0	69	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	486.3	480.4	-5.9	490.4	61	0	Path Forward: Declined
Hispanic or Latino	484.4	481.3	-3.1	486.7	46	0	Recovery Path: Declined
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	50.4	291	3	Typical Growth - High
Lowest Performing	50.7	68	3	Typical Growth - High
High Needs	49.0	225	2	Typical Growth - Low
English Learners and Former English Learners	51.9	83	3	Typical Growth - High
Low Income	48.6	190	2	Typical Growth - Low
Students with Disabilities	47.6	49	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	53.0	169	3	Typical Growth - High
Hispanic or Latino	47.0	115	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	2	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.4	292	3	Typical Growth - High
Lowest Performing	51.4	68	3	Typical Growth - High
High Needs	50.8	226	3	Typical Growth - High
English Learners and Former English Learners	50.0	84	3	Typical Growth - High
Low Income	51.0	191	3	Typical Growth - High
Students with Disabilities	45.4	51	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	53.6	169	3	Typical Growth - High
Hispanic or Latino	51.2	116	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	2	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	46.5	67.5	21.0	50.5	120	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	46.5	67.5	21.0	50.5	120	4	Exceeded 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	34.8	34.5	-0.3	32.6	718	2	Improved Below Target
Lowest Performing	37.0	27.5	-9.5	32.1	69	4	Exceeded Target
High Needs	38.1	36.9	-1.2	35.6	588	2	Improved Below Target
English Learners and Former English Learners	34.8	30.1	-4.7	31.5	226	4	Exceeded Target
Low Income	38.4	37.8	-0.6	35.7	518	2	Improved Below Target
Students with Disabilities	43.3	43.8	0.5	39.0	130	1	No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	25.9	28.2	2.3	22.3	397	0	Declined
Hispanic or Latino	46.0	41.8	-4.2	42.2	297	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	6	-	-

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	429	427	100	Yes	1	429	427	100	Yes	1	109	107	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	343	341	343	341	90	88	776	770	99	Yes	1
English Learners and Former English Learners	122	120	122	121	36	34	280	275	98	Yes	1
Low Income	296	294	296	294	71	69	663	657	99	Yes	1
Students with Disabilities	83	82	83	83	21	20	187	185	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	243	242	243	241	62	61	548	544	99	Yes	1
Hispanic or Latino	173	172	173	173	47	46	393	391	99	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	0	0	16	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	5	5	5	5	0	0	10	-	-	-	-

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