Massachusetts School and District Profiles

Holyoke Community Charter School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Holyoke Community Charter School

Organization Information

DISTRICT NAME
Holyoke Community Charter (District) (04530000)

TITLE I STATUS
Title I School

SCHOOL
Holyoke Community Charter School (04530005)

GRADES SERVED
K,01,02,03,04,05,06,07,08

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
70% - Substantial progress toward targets	34

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	50%	83%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	70%
	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	-	4	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	3	4	10.0
Weighted total		6.9	9.6	-	7.1	7.6	-
Percentage of possible points		72%		-	93%		-
2026 Annual criterion-referenced target percentage		83%

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	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		3.1	9.6	-	5.2	7.6	-
Percentage of possible points		32%		-	68%		-
2025 Annual criterion-referenced target percentage		50%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	24%	81%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	58%
	Substantial 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	4	4	-
	Science achievement	4	4	-
	Achievement total	10	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	7	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		8.3	10.3	-
Percentage of possible points		81%		-
2026 Annual criterion-referenced target percentage		81%

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	0	4	-
	Achievement total	2	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.5	10.3	-
Percentage of possible points		24%		-
2025 Annual criterion-referenced target percentage		24%

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	483.8	0.6	485.7	410	2	Recovery Path: Improved Below Target
Lowest Performing	459.6	466.0	6.4	464.7	78	4	Path Forward: Exceeded Target
High Needs	481.6	482.4	0.8	483.9	355	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	473.9	475.7	1.8	478.0	83	2	Recovery Path: Improved Below Target
Low Income	482.0	482.9	0.9	484.4	334	2	Recovery Path: Improved Below Target
Students with Disabilities	469.5	468.5	-1.0	472.1	119	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	482.3	483.5	1.2	486.2	385	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	484.1	486.4	2.3	486.7	408	3	Recovery Path: Met Target
Lowest Performing	462.7	472.3	9.6	466.7	78	4	Recovery Path: Exceeded Target
High Needs	482.3	485.1	2.8	484.5	353	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	477.3	481.6	4.3	480.4	83	4	Recovery Path: Exceeded Target
Low Income	482.5	485.2	2.7	484.7	332	3	Recovery Path: Met Target
Students with Disabilities	471.3	473.8	2.5	474.7	118	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	483.2	486.0	2.8	485.8	383	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	482.7	487.5	4.8	486.3	116	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	26	-	-
High Needs	481.6	486.8	5.2	485.4	97	4	Path Forward: Exceeded Target
English Learners and Former English Learners	472.6	477.8	5.2	476.7	26	4	Path Forward: Exceeded Target
Low Income	481.0	487.0	6.0	485.0	93	4	Path Forward: Exceeded Target
Students with Disabilities	475.0	474.8	-0.2	478.8	34	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	481.9	486.8	4.9	485.5	111	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	3	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.3	318	3	Typical Growth - High
Lowest Performing	52.4	68	3	Typical Growth - High
High Needs	52.7	273	3	Typical Growth - High
English Learners and Former English Learners	51.7	65	3	Typical Growth - High
Low Income	53.0	256	3	Typical Growth - High
Students with Disabilities	48.2	94	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	1	-	-
Black or African American	-	4	-	-
Hispanic or Latino	53.6	297	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	12	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.0	318	4	Exceeded Typical Growth
Lowest Performing	59.6	68	3	Typical Growth - High
High Needs	60.6	273	4	Exceeded Typical Growth
English Learners and Former English Learners	58.9	66	3	Typical Growth - High
Low Income	60.4	256	4	Exceeded Typical Growth
Students with Disabilities	55.8	93	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	1	-	-
Black or African American	-	4	-	-
Hispanic or Latino	60.9	297	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	12	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	64.6	62.0	-2.6	68.6	50	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	64.6	62.0	-2.6	68.6	50	1	No Change
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	15.6	16.9	1.3	14.1	621	0	Declined
Lowest Performing	15.1	10.3	-4.8	10.5	78	3	Met Target
High Needs	16.4	19.1	2.7	14.0	545	0	Declined
English Learners and Former English Learners	10.8	16.1	5.3	7.3	112	0	Declined
Low Income	16.7	20.0	3.3	13.5	519	0	Declined
Students with Disabilities	20.7	21.5	0.8	17.1	172	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	16.0	17.4	1.4	11.8	574	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	16	-	-

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	420	419	100	Yes	1	418	417	100	Yes	1	119	119	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	365	364	363	362	100	100	828	826	100	Yes	1
English Learners and Former English Learners	87	87	87	87	28	28	202	202	100	Yes	1
Low Income	344	343	342	341	96	96	782	780	100	Yes	1
Students with Disabilities	124	123	123	122	34	34	281	279	99	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	1	1	1	1	0	0	2	-	-	-	-
Black or African American	8	8	8	8	1	1	17	-	-	-	-
Hispanic or Latino	393	392	391	390	114	114	898	896	100	Yes	1
Multi-Race, Not Hispanic or Latino	5	5	5	5	0	0	10	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	12	12	12	12	3	3	27	-	-	-	-

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