Massachusetts School and District Profiles

Christa McAuliffe Charter School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Christa McAuliffe Charter School

Organization Information

DISTRICT NAME
Christa McAuliffe Charter School (District) (04180000)

TITLE I STATUS
Title I School

SCHOOL
Christa McAuliffe Charter School (04180305)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
58% - Substantial progress toward targets	30

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	72%	49%
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		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	2	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	6	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	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	0	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		4.9	9.6	-	3.6	7.6	-
Percentage of possible points		51%		-	47%		-
2026 Annual criterion-referenced target percentage		49%

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	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	5	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	20.0	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	1	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		4.5	9.6	-	7.4	7.6	-
Percentage of possible points		47%		-	97%		-
2025 Annual criterion-referenced target percentage		72%

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	59%	61%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	60%
	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	0	4	-
	Mathematics achievement	4	4	-
	Science achievement	3	4	-
	Achievement total	7	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		6.3	10.3	-
Percentage of possible points		61%		-
2026 Annual criterion-referenced target percentage		61%

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	4	4	-
	Mathematics achievement	3	4	-
	Science achievement	0	4	-
	Achievement total	7	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		6.1	10.3	-
Percentage of possible points		59%		-
2025 Annual criterion-referenced target percentage		59%

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	494.0	487.6	-6.4	497.0	299	0	Recovery Path: Declined
Lowest Performing	459.1	461.6	2.5	464.2	38	2	Path Forward: Improved Below Target
High Needs	486.8	480.1	-6.7	489.1	218	0	Recovery Path: Declined
English Learners and Former English Learners	476.7	476.1	-0.6	479.9	116	0	Recovery Path: Declined
Low Income	485.9	479.7	-6.2	488.8	154	0	Recovery Path: Declined
Students with Disabilities	479.7	471.7	-8.0	482.7	73	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	7	-	-
Black or African American	494.3	488.8	-5.5	497.8	31	0	Recovery Path: Declined
Hispanic or Latino	483.0	476.4	-6.6	486.5	104	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	489.6	485.3	-4.3	491.9	29	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.8	497.1	-5.7	505.2	124	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	485.2	487.7	2.5	488.7	296	2	Recovery Path: Improved Below Target
Lowest Performing	464.4	466.8	2.4	469.0	38	2	Recovery Path: Improved Below Target
High Needs	479.7	482.3	2.6	481.6	216	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	474.4	482.1	7.7	477.2	114	4	Recovery Path: Exceeded Target
Low Income	478.1	481.2	3.1	480.2	152	4	Recovery Path: Exceeded Target
Students with Disabilities	475.3	473.7	-1.6	477.4	72	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	7	-	-
Black or African American	480.6	483.5	2.9	485.0	31	2	Recovery Path: Improved Below Target
Hispanic or Latino	477.6	480.7	3.1	480.5	104	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	482.6	479.6	-3.0	485.1	29	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.7	496.3	4.6	495.0	121	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	486.5	489.7	3.2	488.8	84	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	15	-	-
High Needs	480.4	484.1	3.7	484.2	58	3	Path Forward: Met Target
English Learners and Former English Learners	473.5	478.8	5.3	477.6	25	4	Path Forward: Exceeded Target
Low Income	478.8	480.7	1.9	482.8	42	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	479.4	479.0	-0.4	483.0	23	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.3	497.6	4.3	497.0	43	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.8	275	2	Typical Growth - Low
Lowest Performing	47.4	38	2	Typical Growth - Low
High Needs	47.3	204	2	Typical Growth - Low
English Learners and Former English Learners	49.3	111	2	Typical Growth - Low
Low Income	47.6	144	2	Typical Growth - Low
Students with Disabilities	43.7	70	2	Typical Growth - Low
American Indian or Alaska Native	-	4	-	-
Asian	-	7	-	-
Black or African American	50.9	30	3	Typical Growth - High
Hispanic or Latino	45.5	97	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	50.7	27	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.0	110	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.4	276	3	Typical Growth - High
Lowest Performing	49.8	38	2	Typical Growth - Low
High Needs	55.5	204	3	Typical Growth - High
English Learners and Former English Learners	54.0	111	3	Typical Growth - High
Low Income	54.4	145	3	Typical Growth - High
Students with Disabilities	51.0	68	3	Typical Growth - High
American Indian or Alaska Native	-	4	-	-
Asian	-	7	-	-
Black or African American	53.0	30	3	Typical Growth - High
Hispanic or Latino	54.3	98	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	50.6	28	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	61.5	109	4	Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	37.1	9.7	-27.4	42.3	31	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	37.1	9.7	-27.4	42.3	31	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	20.7	19.5	-1.2	19.2	323	3	Met Target
Lowest Performing	30.8	31.6	0.8	26.2	38	0	Declined
High Needs	24.9	20.8	-4.1	22.5	236	4	Exceeded Target
English Learners and Former English Learners	21.9	18.3	-3.6	18.4	120	3	Met Target
Low Income	29.3	24.8	-4.5	26.1	165	4	Exceeded Target
Students with Disabilities	25.6	22.0	-3.6	22.0	82	3	Met Target
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	7	-	-
Black or African American	8.3	12.1	3.8	4.7	33	0	Declined
Hispanic or Latino	27.4	22.5	-4.9	23.2	111	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	25.9	25.8	-0.1	24.4	31	2	Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	17.8	18.4	0.6	16.0	136	0	Declined

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	309	303	98	Yes	1	307	301	98	Yes	1	88	85	97	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	224	221	222	220	58	58	504	499	99	Yes	1
English Learners and Former English Learners	117	115	115	114	25	25	257	254	99	Yes	1
Low Income	157	155	155	153	42	42	354	350	99	Yes	1
Students with Disabilities	77	76	77	75	17	17	171	168	98	Yes	1
American Indian or Alaska Native	4	4	4	4	1	1	9	-	-	-	-
Asian	7	7	7	7	3	3	17	-	-	-	-
Black or African American	32	31	32	32	9	9	73	72	99	Yes	1
Hispanic or Latino	108	105	107	105	25	24	240	234	98	Yes	1
Multi-Race, Not Hispanic or Latino	29	29	29	29	5	5	63	63	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	129	127	128	124	45	43	302	294	97	Yes	1

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