Massachusetts School and District Profiles

Mattahunt Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Mattahunt Elementary School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Mattahunt Elementary School (00350016)

GRADES SERVED
PK,K,01,02,03,04,05,06

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
43% - Moderate progress toward targets	16

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	59%	32%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	43%
	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	-	0	4	-
	Mathematics achievement	0	4	-	3	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	1	12	60.0	3	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		2.2	9.6	-	3.1	7.6	-
Percentage of possible points		23%		-	41%		-
2026 Annual criterion-referenced target percentage		32%

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	2	4	-	4	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		4.8	9.6	-	5.2	7.6	-
Percentage of possible points		50%		-	68%		-
2025 Annual criterion-referenced target percentage		59%

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	47%	12%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	26%
	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	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		1.2	10.3	-
Percentage of possible points		12%		-
2026 Annual criterion-referenced target percentage		12%

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	2	4	-
	Mathematics achievement	3	4	-
	Science achievement	0	4	-
	Achievement total	5	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		4.8	10.3	-
Percentage of possible points		47%		-
2025 Annual criterion-referenced target percentage		47%

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	487.8	485.5	-2.3	490.1	218	0	Path Forward: Declined
Lowest Performing	467.1	465.5	-1.6	472.2	26	0	Path Forward: Declined
High Needs	486.7	484.4	-2.3	489.6	204	0	Path Forward: Declined
English Learners and Former English Learners	486.2	483.8	-2.4	488.7	105	0	Path Forward: Declined
Low Income	486.6	484.3	-2.3	489.0	178	0	Path Forward: Declined
Students with Disabilities	482.5	479.1	-3.4	485.8	58	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	486.8	485.2	-1.6	490.1	159	0	Path Forward: Declined
Hispanic or Latino	490.2	486.8	-3.4	492.7	51	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	487.3	485.6	-1.7	489.8	218	0	Path Forward: Declined
Lowest Performing	464.1	469.0	4.9	469.2	26	3	Path Forward: Met Target
High Needs	486.2	484.8	-1.4	488.9	204	0	Path Forward: Declined
English Learners and Former English Learners	487.4	484.4	-3.0	490.9	105	0	Path Forward: Declined
Low Income	485.9	484.9	-1.0	488.7	178	0	Path Forward: Declined
Students with Disabilities	486.7	484.2	-2.5	490.1	58	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	486.5	484.9	-1.6	489.8	159	0	Path Forward: Declined
Hispanic or Latino	489.7	488.2	-1.5	492.3	51	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	479.5	479.0	-0.5	483.1	51	1	Path Forward: No Change
Lowest Performing	-	-	-	-	7	-	-
High Needs	478.8	478.2	-0.6	482.6	45	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	26	-	-
Low Income	480.3	478.4	-1.9	484.3	40	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	479.0	480.3	1.3	484.1	42	2	Path Forward: Improved Below Target
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.2	119	2	Typical Growth - Low
Lowest Performing	49.6	26	2	Typical Growth - Low
High Needs	43.5	108	2	Typical Growth - Low
English Learners and Former English Learners	42.5	54	2	Typical Growth - Low
Low Income	42.7	93	2	Typical Growth - Low
Students with Disabilities	34.4	23	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	44.8	86	2	Typical Growth - Low
Hispanic or Latino	43.7	27	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	1	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.2	121	2	Typical Growth - Low
Lowest Performing	46.1	26	2	Typical Growth - Low
High Needs	41.5	110	2	Typical Growth - Low
English Learners and Former English Learners	40.7	57	2	Typical Growth - Low
Low Income	41.3	95	2	Typical Growth - Low
Students with Disabilities	40.0	23	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	42.6	88	2	Typical Growth - Low
Hispanic or Latino	35.6	27	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	1	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	56.3	65.8	9.5	60.3	190	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	56.3	65.8	9.5	60.3	190	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	21.1	18.3	-2.8	19.6	438	4	Exceeded Target
Lowest Performing	26.7	23.1	-3.6	22.1	26	2	Improved Below Target
High Needs	21.5	18.7	-2.8	19.1	418	3	Met Target
English Learners and Former English Learners	15.2	12.7	-2.5	11.7	260	2	Improved Below Target
Low Income	23.0	20.7	-2.3	19.8	368	2	Improved Below Target
Students with Disabilities	26.5	19.2	-7.3	22.9	130	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	15.0	13.0	-2.0	11.4	316	2	Improved Below Target
Hispanic or Latino	36.3	32.7	-3.6	32.1	107	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

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	231	230	100	Yes	1	231	230	100	Yes	1	53	53	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	217	216	217	216	47	47	481	479	100	Yes	1
English Learners and Former English Learners	116	115	114	113	28	28	258	256	99	Yes	1
Low Income	191	190	191	190	42	42	424	422	100	Yes	1
Students with Disabilities	63	62	62	61	16	16	141	139	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	165	165	167	167	42	42	374	374	100	Yes	1
Hispanic or Latino	58	57	56	55	10	10	124	122	98	Yes	1
Multi-Race, Not Hispanic or Latino	7	7	7	7	1	1	15	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	1	1	1	1	0	0	2	-	-	-	-

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