Massachusetts School and District Profiles

Dudley Street Neighborhood Charter School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Dudley Street Neighborhood Charter School

Organization Information

DISTRICT NAME
Dudley Street Neighborhood Charter School (District) (04070000)

TITLE I STATUS
Title I School

SCHOOL
Dudley Street Neighborhood Charter School (04070405)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

School of Recognition

Progress toward improvement targets	Accountability percentile
64% - Substantial progress toward targets	22

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	49%	75%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	64%
	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	3	4	-	3	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	9	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	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		6.9	9.6	-	5.9	7.6	-
Percentage of possible points		72%		-	78%		-
2026 Annual criterion-referenced target percentage		75%

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	-	2	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	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	3	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		2.5	9.6	-	5.4	7.6	-
Percentage of possible points		26%		-	71%		-
2025 Annual criterion-referenced target percentage		49%

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	16%	67%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	46%
	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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	0	4	-
	Achievement total	8	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		6.9	10.3	-
Percentage of possible points		67%		-
2026 Annual criterion-referenced target percentage		67%

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	1	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	1	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		1.6	10.3	-
Percentage of possible points		16%		-
2025 Annual criterion-referenced target percentage		16%

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	483.1	486.1	3.0	485.9	117	3	Recovery Path: Met Target
Lowest Performing	459.6	466.2	6.6	465.8	21	3	Recovery Path: Met Target
High Needs	482.0	484.8	2.8	484.0	110	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	483.0	479.9	-3.1	487.1	43	0	Recovery Path: Declined
Low Income	482.2	484.7	2.5	485.1	99	3	Recovery Path: Met Target
Students with Disabilities	469.5	470.6	1.1	473.6	34	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	485.1	485.5	0.4	487.7	73	2	Recovery Path: Improved Below Target
Hispanic or Latino	481.2	485.0	3.8	484.7	37	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	7	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	477.7	481.2	3.5	479.9	117	4	Recovery Path: Exceeded Target
Lowest Performing	449.0	458.3	9.3	454.1	21	4	Path Forward: Exceeded Target
High Needs	476.4	480.3	3.9	478.4	110	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	480.8	479.3	-1.5	483.8	43	0	Recovery Path: Declined
Low Income	476.4	480.0	3.6	479.1	99	4	Recovery Path: Exceeded Target
Students with Disabilities	461.7	463.9	2.2	465.4	34	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	479.5	479.9	0.4	482.2	73	2	Recovery Path: Improved Below Target
Hispanic or Latino	475.2	481.2	6.0	478.0	37	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	7	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	488.0	489.0	1.0	492.3	38	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	10	-	-
High Needs	490.0	487.1	-2.9	494.3	36	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	490.6	487.1	-3.5	494.7	32	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	487.7	487.6	-0.1	491.8	21	1	Path Forward: No Change
Hispanic or Latino	-	-	-	-	14	-	-
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	59.0	75	3	Typical Growth - High
Lowest Performing	51.5	21	3	Typical Growth - High
High Needs	59.9	71	3	Typical Growth - High
English Learners and Former English Learners	60.2	30	4	Exceeded Typical Growth
Low Income	61.3	64	4	Exceeded Typical Growth
Students with Disabilities	49.1	25	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	57.0	46	3	Typical Growth - High
Hispanic or Latino	62.4	25	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	4	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.3	75	3	Typical Growth - High
Lowest Performing	47.1	21	2	Typical Growth - Low
High Needs	54.8	71	3	Typical Growth - High
English Learners and Former English Learners	54.1	30	3	Typical Growth - High
Low Income	56.0	64	3	Typical Growth - High
Students with Disabilities	45.9	25	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	53.6	46	3	Typical Growth - High
Hispanic or Latino	59.0	25	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	-	-	-
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	48.3	51.8	3.5	53.7	56	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	48.3	51.8	3.5	53.7	56	3	Met 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	22.5	23.7	1.2	20.3	198	0	Declined
Lowest Performing	23.8	28.6	4.8	18.9	21	0	Declined
High Needs	23.9	23.9	0.0	21.4	188	1	No Change
English Learners and Former English Learners	18.5	15.9	-2.6	15.2	82	2	Improved Below Target
Low Income	25.3	26.0	0.7	22.6	169	0	Declined
Students with Disabilities	34.0	29.6	-4.4	29.7	54	3	Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	1	-	-
Black or African American	20.3	23.3	3.0	16.7	116	0	Declined
Hispanic or Latino	26.0	21.7	-4.3	22.2	69	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	9	-	-

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	117	117	100	Yes	1	117	117	100	Yes	1	38	38	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	110	110	110	110	36	36	256	256	100	Yes	1
English Learners and Former English Learners	43	43	43	43	17	17	103	103	100	Yes	1
Low Income	99	99	99	99	32	32	230	230	100	Yes	1
Students with Disabilities	34	34	34	34	16	16	84	84	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	73	73	73	73	21	21	167	167	100	Yes	1
Hispanic or Latino	37	37	37	37	14	14	88	88	100	Yes	1
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	7	7	7	7	3	3	17	-	-	-	-

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