Massachusetts School and District Profiles

Condon K-8 School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Condon K-8 School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Condon K-8 School (00350146)

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

REGION
Coastal

FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
71% - Substantial progress toward targets	11

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	58%	80%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	71%
	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	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	7	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		6.2	9.6	-	7.2	7.6	-
Percentage of possible points		65%		-	95%		-
2026 Annual criterion-referenced target percentage		80%

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	-	4	4	-
	Mathematics achievement	0	4	-	3	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	5	12	60.0	7	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		4.1	9.6	-	5.6	7.6	-
Percentage of possible points		43%		-	74%		-
2025 Annual criterion-referenced target percentage		58%

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	49%	63%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	57%
	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	3	4	-
	Mathematics achievement	4	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		6.5	10.3	-
Percentage of possible points		63%		-
2026 Annual criterion-referenced target percentage		63%

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	0	4	-
	Science achievement	3	4	-
	Achievement total	6	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		5.0	10.3	-
Percentage of possible points		49%		-
2025 Annual criterion-referenced target percentage		49%

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	473.1	475.8	2.7	476.0	292	3	Recovery Path: Met Target
Lowest Performing	449.6	459.2	9.6	456.2	54	4	Recovery Path: Exceeded Target
High Needs	472.8	475.1	2.3	475.1	279	3	Recovery Path: Met Target
English Learners and Former English Learners	469.7	472.2	2.5	473.4	156	2	Recovery Path: Improved Below Target
Low Income	472.6	475.6	3.0	475.7	261	3	Recovery Path: Met Target
Students with Disabilities	463.3	461.4	-1.9	467.4	96	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	18	-	-
Black or African American	471.3	474.2	2.9	473.9	98	3	Recovery Path: Met Target
Hispanic or Latino	471.2	472.3	1.1	474.3	135	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	481.7	490.8	9.1	484.9	25	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	469.7	475.7	6.0	473.3	291	4	Recovery Path: Exceeded Target
Lowest Performing	452.3	463.6	11.3	456.1	54	4	Recovery Path: Exceeded Target
High Needs	469.7	475.1	5.4	472.7	278	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	468.9	474.4	5.5	472.2	155	4	Recovery Path: Exceeded Target
Low Income	469.3	475.2	5.9	472.2	260	4	Recovery Path: Exceeded Target
Students with Disabilities	460.5	461.6	1.1	463.1	95	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	18	-	-
Black or African American	468.2	474.1	5.9	471.5	98	4	Recovery Path: Exceeded Target
Hispanic or Latino	467.5	472.0	4.5	470.5	135	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	474.5	485.8	11.3	478.5	25	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	474.0	472.8	-1.2	478.3	93	0	Path Forward: Declined
Lowest Performing	-	-	-	-	19	-	-
High Needs	473.9	472.6	-1.3	478.2	88	0	Path Forward: Declined
English Learners and Former English Learners	473.8	468.7	-5.1	475.9	49	0	Recovery Path: Declined
Low Income	473.7	472.3	-1.4	477.8	82	0	Path Forward: Declined
Students with Disabilities	466.7	465.2	-1.5	470.7	28	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Black or African American	473.1	468.2	-4.9	475.4	33	0	Recovery Path: Declined
Hispanic or Latino	472.6	472.9	0.3	476.5	40	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	7	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.6	234	3	Typical Growth - High
Lowest Performing	53.0	54	3	Typical Growth - High
High Needs	52.8	224	3	Typical Growth - High
English Learners and Former English Learners	54.0	118	3	Typical Growth - High
Low Income	53.2	212	3	Typical Growth - High
Students with Disabilities	42.1	78	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	16	-	-
Black or African American	53.5	83	3	Typical Growth - High
Hispanic or Latino	50.2	103	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	66.6	20	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.5	233	3	Typical Growth - High
Lowest Performing	57.1	54	3	Typical Growth - High
High Needs	55.7	223	3	Typical Growth - High
English Learners and Former English Learners	59.0	117	3	Typical Growth - High
Low Income	55.6	211	3	Typical Growth - High
Students with Disabilities	42.7	77	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	16	-	-
Black or African American	57.6	83	3	Typical Growth - High
Hispanic or Latino	53.7	103	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	0	-	-
White	65.0	20	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	43.8	65.3	21.5	49.0	124	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	43.8	65.3	21.5	49.0	124	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	42.8	33.4	-9.4	40.6	377	4	Exceeded Target
Lowest Performing	48.3	40.7	-7.6	43.4	54	4	Exceeded Target
High Needs	43.3	34.4	-8.9	40.8	360	4	Exceeded Target
English Learners and Former English Learners	38.4	27.1	-11.3	35.1	199	4	Exceeded Target
Low Income	43.8	35.9	-7.9	41.1	334	4	Exceeded Target
Students with Disabilities	48.9	37.9	-11.0	44.6	116	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	20	-	-
Black or African American	31.3	29.5	-1.8	27.7	122	2	Improved Below Target
Hispanic or Latino	51.9	38.2	-13.7	48.1	178	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	53.2	31.3	-21.9	50.3	32	4	Exceeded Target

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	306	306	100	Yes	1	306	305	100	Yes	1	98	98	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	290	290	290	289	91	91	671	670	100	Yes	1
English Learners and Former English Learners	162	162	162	161	50	50	374	373	100	Yes	1
Low Income	271	271	271	270	85	85	627	626	100	Yes	1
Students with Disabilities	101	101	101	100	29	29	231	230	100	Yes	1
American Indian or Alaska Native	2	2	2	2	1	1	5	-	-	-	-
Asian	18	18	18	18	9	9	45	-	-	-	-
Black or African American	102	102	102	102	35	35	239	239	100	Yes	1
Hispanic or Latino	143	143	143	143	42	42	328	328	100	Yes	1
Multi-Race, Not Hispanic or Latino	13	13	13	13	3	3	29	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	0	0	0	2	-	-	-	-
White	27	27	27	27	8	8	62	62	100	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