Massachusetts School and District Profiles

German Gerena Community School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - German Gerena Community School

Organization Information

DISTRICT NAME
Springfield (02810000)

TITLE I STATUS
Title I School

SCHOOL
German Gerena Community School (02810195)

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

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
61% - Substantial progress toward targets	37

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	64%	59%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	61%
	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	1	4	-	4	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	8	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	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	-	6.9	7.6	-
Percentage of possible points		27%		-	91%		-
2026 Annual criterion-referenced target percentage		59%

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	-	3	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	4	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	5	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	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		4.1	9.6	-	6.5	7.6	-
Percentage of possible points		43%		-	86%		-
2025 Annual criterion-referenced target percentage		64%

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	40%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	33%
	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	1	4	-
	Mathematics achievement	1	4	-
	Science achievement	0	4	-
	Achievement total	2	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		2.9	10.3	-
Percentage of possible points		28%		-
2026 Annual criterion-referenced target percentage		28%

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	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		4.1	10.3	-
Percentage of possible points		40%		-
2025 Annual criterion-referenced target percentage		40%

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	489.3	488.8	-0.5	492.4	263	1	Recovery Path: No Change
Lowest Performing	461.1	467.9	6.8	466.4	32	4	Recovery Path: Exceeded Target
High Needs	487.9	487.4	-0.5	490.7	240	1	Recovery Path: No Change
English Learners and Former English Learners	484.4	483.5	-0.9	488.5	86	0	Recovery Path: Declined
Low Income	487.9	487.7	-0.2	490.8	224	1	Recovery Path: No Change
Students with Disabilities	480.0	480.7	0.7	483.3	103	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Black or African American	488.4	486.9	-1.5	491.5	39	0	Recovery Path: Declined
Hispanic or Latino	489.0	489.1	0.1	491.8	196	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	8	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	484.8	484.6	-0.2	487.3	262	1	Path Forward: No Change
Lowest Performing	459.0	465.3	6.3	463.6	32	4	Recovery Path: Exceeded Target
High Needs	483.4	483.0	-0.4	486.1	239	1	Path Forward: No Change
English Learners and Former English Learners	480.5	478.8	-1.7	483.2	85	0	Recovery Path: Declined
Low Income	483.3	483.0	-0.3	486.1	223	1	Path Forward: No Change
Students with Disabilities	477.0	477.5	0.5	480.4	102	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Black or African American	483.9	483.1	-0.8	486.7	39	0	Recovery Path: Declined
Hispanic or Latino	484.4	483.8	-0.6	487.0	195	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	8	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	496.2	489.7	-6.5	499.8	90	0	Path Forward: Declined
Lowest Performing	-	-	-	-	13	-	-
High Needs	495.4	487.1	-8.3	499.2	79	0	Path Forward: Declined
English Learners and Former English Learners	492.7	481.8	-10.9	496.8	26	0	Path Forward: Declined
Low Income	495.5	487.8	-7.7	499.5	70	0	Path Forward: Declined
Students with Disabilities	489.0	479.7	-9.3	492.8	36	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	496.2	487.7	-8.5	499.8	67	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	3	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.0	157	3	Typical Growth - High
Lowest Performing	54.3	32	3	Typical Growth - High
High Needs	57.5	140	3	Typical Growth - High
English Learners and Former English Learners	61.6	47	4	Exceeded Typical Growth
Low Income	58.5	131	3	Typical Growth - High
Students with Disabilities	46.0	53	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	48.4	23	2	Typical Growth - Low
Hispanic or Latino	60.5	119	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	4	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.1	157	2	Typical Growth - Low
Lowest Performing	44.7	32	2	Typical Growth - Low
High Needs	47.6	140	2	Typical Growth - Low
English Learners and Former English Learners	42.5	47	2	Typical Growth - Low
Low Income	48.4	131	2	Typical Growth - Low
Students with Disabilities	37.7	53	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	45.8	23	2	Typical Growth - Low
Hispanic or Latino	48.2	119	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	4	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	72.9	63.3	-9.6	78.3	90	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	72.9	63.3	-9.6	78.3	90	0	Declined
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	28.0	15.9	-12.1	26.5	439	4	Exceeded Target
Lowest Performing	28.6	15.6	-13.0	24.0	32	4	Exceeded Target
High Needs	29.7	17.3	-12.4	27.3	405	4	Exceeded Target
English Learners and Former English Learners	29.7	19.2	-10.5	26.2	146	4	Exceeded Target
Low Income	30.3	17.8	-12.5	27.1	383	4	Exceeded Target
Students with Disabilities	40.1	21.4	-18.7	36.5	159	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Black or African American	15.6	9.8	-5.8	12.0	61	4	Exceeded Target
Hispanic or Latino	31.6	17.4	-14.2	27.4	334	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	14	-	-

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	272	269	99	Yes	1	274	272	99	Yes	1	95	95	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	249	246	251	249	84	84	584	579	99	Yes	1
English Learners and Former English Learners	91	89	91	90	27	27	209	206	99	Yes	1
Low Income	232	230	234	233	75	75	541	538	99	Yes	1
Students with Disabilities	108	107	108	106	39	39	255	252	99	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	8	8	8	8	6	6	22	-	-	-	-
Black or African American	39	39	39	39	10	10	88	88	100	Yes	1
Hispanic or Latino	203	200	205	203	72	72	480	475	99	Yes	1
Multi-Race, Not Hispanic or Latino	12	12	12	12	3	3	27	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	9	9	9	9	3	3	21	-	-	-	-

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