Massachusetts School and District Profiles

Conservatory Lab Charter School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Conservatory Lab Charter School

Organization Information

DISTRICT NAME
Conservatory Lab Charter (District) (04390000)

TITLE I STATUS
Title I School

SCHOOL
Conservatory Lab Charter School (04390050)

GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

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
45% - Moderate progress toward targets	39

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	61%	34%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	45%
	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	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	1	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	3	4	10.0
Weighted total		1.6	9.6	-	3.9	7.6	-
Percentage of possible points		17%		-	51%		-
2026 Annual criterion-referenced target percentage		34%

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	3	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	5	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	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	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		4.6	9.6	-	5.6	7.6	-
Percentage of possible points		48%		-	74%		-
2025 Annual criterion-referenced target percentage		61%

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	50%	12%
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	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	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	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		5.1	10.3	-
Percentage of possible points		50%		-
2025 Annual criterion-referenced target percentage		50%

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	494.2	492.3	-1.9	497.6	255	0	Path Forward: Declined
Lowest Performing	466.1	469.7	3.6	471.2	46	2	Path Forward: Improved Below Target
High Needs	490.8	488.5	-2.3	494.3	202	0	Path Forward: Declined
English Learners and Former English Learners	488.2	487.2	-1.0	491.6	51	0	Recovery Path: Declined
Low Income	492.3	489.6	-2.7	494.4	179	0	Recovery Path: Declined
Students with Disabilities	477.8	475.7	-2.1	480.3	85	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	493.1	490.2	-2.9	496.4	131	0	Path Forward: Declined
Hispanic or Latino	492.1	490.9	-1.2	494.3	102	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	13	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	489.8	486.5	-3.3	492.2	256	0	Recovery Path: Declined
Lowest Performing	462.9	463.9	1.0	466.6	46	2	Recovery Path: Improved Below Target
High Needs	486.8	482.2	-4.6	489.5	203	0	Recovery Path: Declined
English Learners and Former English Learners	487.1	483.0	-4.1	490.3	51	0	Recovery Path: Declined
Low Income	487.8	482.6	-5.2	490.6	180	0	Path Forward: Declined
Students with Disabilities	474.5	469.4	-5.1	476.9	86	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	488.3	483.9	-4.4	491.8	132	0	Path Forward: Declined
Hispanic or Latino	487.8	484.7	-3.1	491.1	102	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	13	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	485.5	484.0	-1.5	489.8	73	0	Path Forward: Declined
Lowest Performing	-	-	-	-	16	-	-
High Needs	482.5	478.5	-4.0	486.8	58	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	484.9	478.9	-6.0	489.0	53	0	Path Forward: Declined
Students with Disabilities	474.3	470.8	-3.5	478.3	24	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	480.0	479.8	-0.2	484.1	43	1	Path Forward: No Change
Hispanic or Latino	486.3	485.5	-0.8	490.2	23	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	5	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.1	197	3	Typical Growth - High
Lowest Performing	50.6	44	3	Typical Growth - High
High Needs	50.0	157	3	Typical Growth - High
English Learners and Former English Learners	52.6	39	3	Typical Growth - High
Low Income	49.6	139	2	Typical Growth - Low
Students with Disabilities	46.3	65	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	49.3	101	2	Typical Growth - Low
Hispanic or Latino	50.1	77	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	11	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.7	199	2	Typical Growth - Low
Lowest Performing	38.8	44	1	Low Growth
High Needs	46.6	159	2	Typical Growth - Low
English Learners and Former English Learners	47.4	39	2	Typical Growth - Low
Low Income	45.1	141	2	Typical Growth - Low
Students with Disabilities	37.8	66	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	46.2	103	2	Typical Growth - Low
Hispanic or Latino	47.3	77	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	11	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	51.5	61.9	10.4	56.9	42	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	51.5	61.9	10.4	56.9	42	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	12.6	12.3	-0.3	10.4	373	2	Improved Below Target
Lowest Performing	8.0	8.7	0.7	3.1	46	3	Met Target
High Needs	14.0	14.0	0.0	11.5	308	1	No Change
English Learners and Former English Learners	4.9	9.1	4.2	1.6	77	0	Declined
Low Income	15.7	15.4	-0.3	13.0	280	2	Improved Below Target
Students with Disabilities	12.0	15.0	3.0	7.7	120	0	Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	3	-	-
Black or African American	11.1	10.6	-0.5	7.5	188	2	Improved Below Target
Hispanic or Latino	14.6	15.4	0.8	10.8	156	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
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	257	257	100	Yes	1	258	258	100	Yes	1	73	73	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	204	204	205	205	58	58	467	467	100	Yes	1
English Learners and Former English Learners	52	52	52	52	14	14	118	118	100	Yes	1
Low Income	181	181	182	182	53	53	416	416	100	Yes	1
Students with Disabilities	85	85	86	86	24	24	195	195	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	2	2	2	2	0	0	4	-	-	-	-
Black or African American	131	131	132	132	43	43	306	306	100	Yes	1
Hispanic or Latino	104	104	104	104	23	23	231	231	100	Yes	1
Multi-Race, Not Hispanic or Latino	7	7	7	7	2	2	16	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	13	13	13	13	5	5	31	-	-	-	-

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