Massachusetts School and District Profiles

Impact Prep at Chestnut

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Impact Prep at Chestnut

Organization Information

DISTRICT NAME
Springfield (02810000)

TITLE I STATUS
Title I School

SCHOOL
Impact Prep at Chestnut (02810366)

GRADES SERVED
06,07,08

REGION
Strategic Transformation

FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of broad/comprehensive support

Underperforming school

Low student group performance: Students with Disabilities -Low Income -Hispanic or Latino -High Needs

Low participation rate: All Students

Progress toward improvement targets	Accountability percentile
43% - Moderate progress toward targets	1

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	71%	25%
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	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	4	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	3	8	22.5	2	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		0.7	10.3	-	3.2	7.6	-
Percentage of possible points		7%		-	42%		-
2026 Annual criterion-referenced target percentage		25%

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	3	4	-	3	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	8	12	67.5	7	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	22.5	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		6.6	10.3	-	5.9	7.6	-
Percentage of possible points		64%		-	78%		-
2025 Annual criterion-referenced target percentage		71%

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	57%	7%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	27%
	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	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	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		0.7	10.3	-
Percentage of possible points		7%		-
2026 Annual criterion-referenced target percentage		7%

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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	2	4	-
	Achievement total	7	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		5.9	10.3	-
Percentage of possible points		57%		-
2025 Annual criterion-referenced target percentage		57%

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	477.1	472.0	-5.1	480.5	276	0	Path Forward: Declined
Lowest Performing	451.1	454.6	3.5	456.2	38	2	Path Forward: Improved Below Target
High Needs	476.9	472.0	-4.9	480.4	266	0	Path Forward: Declined
English Learners and Former English Learners	478.1	476.2	-1.9	481.8	31	0	Path Forward: Declined
Low Income	477.0	472.2	-4.8	480.0	257	0	Path Forward: Declined
Students with Disabilities	466.8	461.8	-5.0	470.9	111	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	475.9	470.6	-5.3	479.2	34	0	Path Forward: Declined
Hispanic or Latino	477.3	472.3	-5.0	480.6	219	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	14	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	472.0	471.3	-0.7	474.0	275	0	Recovery Path: Declined
Lowest Performing	455.3	458.7	3.4	459.5	38	2	Recovery Path: Improved Below Target
High Needs	471.8	471.2	-0.6	475.1	265	0	Path Forward: Declined
English Learners and Former English Learners	472.1	472.4	0.3	475.6	31	2	Path Forward: Improved Below Target
Low Income	471.8	471.3	-0.5	473.7	256	1	Recovery Path: No Change
Students with Disabilities	466.5	464.4	-2.1	470.2	112	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	469.1	472.8	3.7	472.6	33	3	Path Forward: Met Target
Hispanic or Latino	472.5	471.1	-1.4	474.8	219	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	14	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	478.5	469.7	-8.8	482.8	57	0	Path Forward: Declined
Lowest Performing	-	-	-	-	7	-	-
High Needs	478.7	469.3	-9.4	483.0	53	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	479.2	469.0	-10.2	483.3	50	0	Path Forward: Declined
Students with Disabilities	471.3	464.3	-7.0	475.3	25	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	480.9	470.8	-10.1	484.8	45	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	4	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	39.6	260	1	Low Growth
Lowest Performing	36.3	38	1	Low Growth
High Needs	39.8	250	1	Low Growth
English Learners and Former English Learners	45.2	29	2	Typical Growth - Low
Low Income	40.1	242	2	Typical Growth - Low
Students with Disabilities	35.5	102	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	38.9	32	1	Low Growth
Hispanic or Latino	40.1	207	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	12	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	40.8	262	2	Typical Growth - Low
Lowest Performing	39.5	38	1	Low Growth
High Needs	40.2	252	2	Typical Growth - Low
English Learners and Former English Learners	43.5	29	2	Typical Growth - Low
Low Income	40.8	244	2	Typical Growth - Low
Students with Disabilities	34.8	103	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	48.9	32	2	Typical Growth - Low
Hispanic or Latino	39.4	209	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	13	-	-

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	27.6	39.7	12.1	25.4	315	0	Declined
Lowest Performing	31.8	44.7	12.9	26.9	38	0	Declined
High Needs	28.2	40.6	12.4	25.7	303	0	Declined
English Learners and Former English Learners	27.3	30.3	3.0	24.0	33	0	Declined
Low Income	28.9	40.8	11.9	26.2	292	0	Declined
Students with Disabilities	30.4	44.3	13.9	26.1	122	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	9.7	31.6	21.9	6.1	38	0	Declined
Hispanic or Latino	29.1	41.6	12.5	25.3	250	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	17	-	-

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	320	302	95	Yes	2	321	302	96	Yes	2	77	65	88	No	2

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	308	290	309	290	73	61	690	641	95	Yes	2
English Learners and Former English Learners	39	37	40	38	12	12	91	87	96	Yes	1
Low Income	297	281	298	281	69	58	664	620	95	Yes	2
Students with Disabilities	127	118	127	120	29	26	283	264	95	Yes	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	2	2	2	2	0	0	4	-	-	-	-
Black or African American	38	37	39	37	6	5	83	79	95	Yes	1
Hispanic or Latino	256	241	257	241	64	53	577	535	95	Yes	2
Multi-Race, Not Hispanic or Latino	7	7	7	7	3	3	17	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	17	15	16	15	4	4	37	-	-	-	-

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