Massachusetts School and District Profiles

South End Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - South End Middle School

Organization Information

DISTRICT NAME
Springfield (02810000)

TITLE I STATUS
Title I School

SCHOOL
South End Middle School (02810355)

GRADES SERVED
06,07,08

REGION
West/Central

FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Progress toward improvement targets	Accountability percentile
78% - Meeting or exceeding targets	10

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	61%	89%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	78%
	Meeting or exceeding 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	4	4	-	-	-	-
	Mathematics achievement	4	4	-	-	-	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	67.5	-	-	-
Growth	English language arts growth	4	4	-	-	-	-
	Mathematics growth	2	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		9.2	10.3	-	-	-	-
Percentage of possible points		89%		-	-		-
2026 Annual criterion-referenced target percentage		89%

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	4	4	-	-	-	-
	Mathematics achievement	4	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	8	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		6.3	10.3	-	-	-	-
Percentage of possible points		61%		-	-		-
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	61%	91%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	79%
	Meeting or exceeding 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	3	4	-
	Achievement total	11	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		9.4	10.3	-
Percentage of possible points		91%		-
2026 Annual criterion-referenced target percentage		91%

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	4	4	-
	Science achievement	0	4	-
	Achievement total	8	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		6.3	10.3	-
Percentage of possible points		61%		-
2025 Annual criterion-referenced target percentage		61%

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	479.5	486.7	7.2	482.0	149	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	17	-	-
High Needs	479.5	486.5	7.0	482.2	145	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	469.8	481.5	11.7	472.6	44	4	Recovery Path: Exceeded Target
Low Income	479.7	486.5	6.8	482.4	140	4	Recovery Path: Exceeded Target
Students with Disabilities	468.0	473.2	5.2	471.0	50	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	489.3	492.4	3.1	492.6	32	3	Path Forward: Met Target
Hispanic or Latino	476.8	486.4	9.6	480.2	106	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
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	475.6	479.1	3.5	478.3	150	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	17	-	-
High Needs	475.5	479.0	3.5	477.7	146	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	473.6	477.3	3.7	476.1	44	4	Recovery Path: Exceeded Target
Low Income	475.6	478.9	3.3	478.5	141	3	Recovery Path: Met Target
Students with Disabilities	466.4	468.7	2.3	470.1	50	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	481.3	483.2	1.9	484.8	32	2	Path Forward: Improved Below Target
Hispanic or Latino	474.2	478.6	4.4	477.7	107	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
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	471.6	475.4	3.8	475.9	55	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	11	-	-
High Needs	471.3	475.4	4.1	475.6	55	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	471.3	474.9	3.6	475.4	51	3	Path Forward: Met Target
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	469.7	477.2	7.5	473.6	41	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	2	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	63.2	141	4	Exceeded Typical Growth
Lowest Performing	-	17	-	-
High Needs	63.9	137	4	Exceeded Typical Growth
English Learners and Former English Learners	58.1	39	3	Typical Growth - High
Low Income	63.3	132	4	Exceeded Typical Growth
Students with Disabilities	61.9	48	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	63.5	30	4	Exceeded Typical Growth
Hispanic or Latino	64.1	101	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	7	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.7	142	2	Typical Growth - Low
Lowest Performing	-	17	-	-
High Needs	50.2	138	3	Typical Growth - High
English Learners and Former English Learners	45.8	40	2	Typical Growth - Low
Low Income	49.5	133	2	Typical Growth - Low
Students with Disabilities	46.4	47	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	54.8	30	3	Typical Growth - High
Hispanic or Latino	48.4	102	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	7	-	-

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	50.3	42.0	-8.3	48.1	176	4	Exceeded Target
Lowest Performing	-	-	-	-	17	-	-
High Needs	50.3	42.7	-7.6	47.8	171	4	Exceeded Target
English Learners and Former English Learners	31.9	34.7	2.8	28.6	49	0	Declined
Low Income	50.9	44.0	-6.9	48.2	166	4	Exceeded Target
Students with Disabilities	68.0	54.7	-13.3	63.7	53	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	40.0	26.3	-13.7	36.4	38	4	Exceeded Target
Hispanic or Latino	52.8	47.6	-5.2	49.0	124	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
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	169	165	98	Yes	1	169	166	98	Yes	1	63	60	95	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	163	159	163	160	62	59	388	378	97	Yes	1
English Learners and Former English Learners	48	48	47	47	16	16	111	111	100	Yes	1
Low Income	158	154	158	155	58	55	374	364	97	Yes	1
Students with Disabilities	54	52	54	52	21	20	129	124	96	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	38	37	38	37	10	9	86	83	97	Yes	1
Hispanic or Latino	120	117	120	118	47	45	287	280	98	Yes	1
Multi-Race, Not Hispanic or Latino	4	4	4	4	4	4	12	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	7	7	7	7	2	2	16	-	-	-	-

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