Massachusetts School and District Profiles

Casimir Pulaski

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Casimir Pulaski

Organization Information

DISTRICT NAME
New Bedford (02010000)

TITLE I STATUS
Title I School

SCHOOL
Casimir Pulaski (02010123)

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

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	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	5	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	22.5	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		1.1	10.3	-	4.3	7.6	-
Percentage of possible points		11%		-	57%		-
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	1	4	-	2	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	5	12	67.5	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	5	8	22.5	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		4.9	10.3	-	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	48%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	26%
	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	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		1.1	10.3	-
Percentage of possible points		11%		-
2026 Annual criterion-referenced target percentage		11%

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	0	4	-
	Mathematics achievement	1	4	-
	Science achievement	4	4	-
	Achievement total	5	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		4.9	10.3	-
Percentage of possible points		48%		-
2025 Annual criterion-referenced target percentage		48%

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	491.6	489.4	-2.2	494.2	254	0	Recovery Path: Declined
Lowest Performing	463.5	466.9	3.4	468.0	38	2	Recovery Path: Improved Below Target
High Needs	487.5	483.7	-3.8	489.8	181	0	Recovery Path: Declined
English Learners and Former English Learners	484.6	482.7	-1.9	486.6	25	0	Recovery Path: Declined
Low Income	488.3	483.9	-4.4	491.0	153	0	Recovery Path: Declined
Students with Disabilities	477.9	472.9	-5.0	480.2	97	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	488.8	484.3	-4.5	490.7	55	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.2	491.7	-0.5	495.6	164	1	Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	492.6	491.9	-0.7	494.9	254	0	Recovery Path: Declined
Lowest Performing	465.3	469.2	3.9	469.4	38	3	Recovery Path: Met Target
High Needs	488.3	484.7	-3.6	490.9	181	0	Path Forward: Declined
English Learners and Former English Learners	489.5	484.6	-4.9	493.1	25	0	Path Forward: Declined
Low Income	489.4	485.9	-3.5	491.8	153	0	Path Forward: Declined
Students with Disabilities	478.5	472.1	-6.4	481.8	97	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	488.9	484.0	-4.9	491.7	55	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.8	495.7	1.9	495.9	164	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	495.5	488.7	-6.8	497.3	83	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	18	-	-
High Needs	492.6	486.0	-6.6	496.0	66	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	492.5	485.5	-7.0	495.9	54	0	Path Forward: Declined
Students with Disabilities	488.3	473.2	-15.1	492.8	33	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.1	489.5	-7.6	498.9	54	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.8	168	2	Typical Growth - Low
Lowest Performing	43.9	38	2	Typical Growth - Low
High Needs	45.0	124	2	Typical Growth - Low
English Learners and Former English Learners	41.1	22	2	Typical Growth - Low
Low Income	44.1	101	2	Typical Growth - Low
Students with Disabilities	41.4	70	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	14	-	-
Hispanic or Latino	47.1	38	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.6	107	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.2	169	3	Typical Growth - High
Lowest Performing	48.9	38	2	Typical Growth - Low
High Needs	53.1	125	3	Typical Growth - High
English Learners and Former English Learners	50.9	22	3	Typical Growth - High
Low Income	53.1	102	3	Typical Growth - High
Students with Disabilities	49.4	70	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	14	-	-
Hispanic or Latino	51.4	38	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	60.1	107	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	-	-	-	-	-	-	-
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	10.5	11.6	1.1	9.2	449	0	Declined
Lowest Performing	13.2	18.4	5.2	9.7	38	0	Declined
High Needs	12.5	15.4	2.9	9.9	318	0	Declined
English Learners and Former English Learners	9.8	10.0	0.2	6.8	50	1	No Change
Low Income	12.8	17.6	4.8	9.1	273	0	Declined
Students with Disabilities	14.6	19.4	4.8	11.3	155	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	43	-	-
Hispanic or Latino	11.0	17.9	6.9	7.3	95	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	28	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	9.9	9.3	-0.6	8.5	281	2	Improved Below 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	273	270	99	Yes	1	272	268	99	Yes	1	90	90	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	198	196	197	194	73	73	468	463	99	Yes	1
English Learners and Former English Learners	31	31	30	30	15	15	76	76	100	Yes	1
Low Income	168	166	167	164	59	59	394	389	99	Yes	1
Students with Disabilities	110	108	109	107	39	39	258	254	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	1	1	1	1	1	1	3	-	-	-	-
Black or African American	23	23	23	23	7	7	53	53	100	Yes	1
Hispanic or Latino	63	62	62	61	21	21	146	144	99	Yes	1
Multi-Race, Not Hispanic or Latino	17	16	17	16	5	5	39	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	169	168	169	167	56	56	394	391	99	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