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Melvin H. King South End Academy
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2025 Official Accountability Report - McKinley Schools
Organization Information
DISTRICT NAME
Boston (00350000)		TITLE I STATUS
Title I School
SCHOOL
McKinley Schools (00350363)		GRADES SERVED
01,03,04,05,06,07,08,09,10,11,12
REGION
Coastal		FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low student group performance: Students with Disabilities -Low Income -High Needs

Low participation rate: Black or African American -Students with Disabilities -Low Income -Hispanic or Latino -High Needs -All Students
Progress toward improvement targetsAccountability percentile
31% - Moderate progress toward targets2

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage3%50%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		31%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)		 All Students
(High school grades)		 Lowest Performing Students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight % Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44----------
Mathematics achievement04----------
Science achievement------------
Achievement total4867.5---------
GrowthEnglish language arts growth24----------
Mathematics growth14----------
Growth total3822.5---------
High school completionFour-year cohort graduation rate------------
Extended engagement rate------------
Annual dropout rate------------
High school completion total------------
Progress toward attaining English language proficiencyEnglish language proficiency total------------
Additional indicatorsChronic absenteeism44----------
Advanced coursework completion------------
Additional indicators total4410.0---------
Weighted total3.87.6----------
Percentage of possible points 50%-------
Percentage of possible points by gradespan50%
Weight of non-high school results:100%		-
Weight of high school results:0%
2025 Annual criterion-referenced target percentage50%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)		 All Students
(High school grades)		 Lowest Performing Students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight % Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04----------
Mathematics achievement04----------
Science achievement------------
Achievement total0867.5---------
GrowthEnglish language arts growth14----------
Mathematics growth04----------
Growth total1822.5---------
High school completionFour-year cohort graduation rate------------
Extended engagement rate------------
Annual dropout rate------------
High school completion total------------
Progress toward attaining English language proficiencyEnglish language proficiency total------------
Additional indicatorsChronic absenteeism04----------
Advanced coursework completion------------
Additional indicators total0410.0---------
Weighted total0.27.6----------
Percentage of possible points 3%-------
Percentage of possible points by gradespan3%
Weight of non-high school results:100%		-
Weight of high school results:0%
2024 Annual criterion-referenced target percentage3%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
2

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage3%50%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		31%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)		 High Needs Student Group
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44----
Mathematics achievement04----
Science achievement------
Achievement total4867.5---
GrowthEnglish language arts growth24----
Mathematics growth14----
Growth total3822.5---
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total3.87.6----
Percentage of possible points 50%---
Percentage of possible points by gradespan50%
Weight of non-high school results:100%		-
Weight of high school results:0%
2025 Annual criterion-referenced target percentage50%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)		 High Needs Student Group
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04----
Mathematics achievement04----
Science achievement------
Achievement total0867.5---
GrowthEnglish language arts growth14----
Mathematics growth04----
Growth total1822.5---
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total0.27.6----
Percentage of possible points 3%---
Percentage of possible points by gradespan3%
Weight of non-high school results:100%		-
Weight of high school results:0%
2024 Annual criterion-referenced target percentage3%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 458.2 463.3 5.1 460.5 334Path Forward: Exceeded Target
Lowest Performing-------
High Needs 458.2 463.3 5.1 461.1 334Path Forward: Exceeded Target
English Learners and Former English Learners---- 7--
Low Income 459.3 464.2 4.9 461.7 314Path Forward: Exceeded Target
Students with Disabilities 458.2 463.3 5.1 461.5 334Path Forward: Exceeded Target
American Indian or Alaska Native-------
Asian-------
Black or African American---- 17--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White---- 2--

English language arts achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students---- 7--
Lowest Performing-------
High Needs---- 7--
English Learners and Former English Learners---- 1--
Low Income---- 7--
Students with Disabilities---- 7--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 3--
Hispanic or Latino---- 3--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White-------

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 457.4 456.8 -0.6 459.9 330Path Forward: Declined
Lowest Performing-------
High Needs 457.4 456.8 -0.6 460.1 330Path Forward: Declined
English Learners and Former English Learners---- 9--
Low Income 458.2 456.9 -1.3 461.0 310Path Forward: Declined
Students with Disabilities 457.4 456.8 -0.6 460.8 330Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 15--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White---- 3--

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students---- 8--
Lowest Performing-------
High Needs---- 8--
English Learners and Former English Learners---- 2--
Low Income---- 8--
Students with Disabilities---- 8--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 4--
Hispanic or Latino---- 3--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White-------

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students---- 13--
Lowest Performing-------
High Needs---- 13--
English Learners and Former English Learners---- 4--
Low Income---- 12--
Students with Disabilities---- 13--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 6--
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White-------

Science achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students---- 5--
Lowest Performing-------
High Needs---- 5--
English Learners and Former English Learners---- 1--
Low Income---- 5--
Students with Disabilities---- 5--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 2--
Hispanic or Latino---- 2--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White-------

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 42.2 262Typical Growth - Low
Lowest Performing----
High Needs 42.2 262Typical Growth - Low
English Learners and Former English Learners- 6--
Low Income 41.9 242Typical Growth - Low
Students with Disabilities 42.2 262Typical Growth - Low
American Indian or Alaska Native----
Asian- 0--
Black or African American- 14--
Hispanic or Latino- 11--
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander----
White- 1--

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students- 6--
Lowest Performing----
High Needs- 6--
English Learners and Former English Learners- 1--
Low Income- 6--
Students with Disabilities- 6--
American Indian or Alaska Native----
Asian----
Black or African American- 3--
Hispanic or Latino- 2--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White----

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 30.9 271Low Growth
Lowest Performing----
High Needs 30.9 271Low Growth
English Learners and Former English Learners- 8--
Low Income 29.0 250Very Low Growth
Students with Disabilities 30.9 271Low Growth
American Indian or Alaska Native----
Asian- 1--
Black or African American- 12--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander----
White- 2--

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students- 7--
Lowest Performing----
High Needs- 7--
English Learners and Former English Learners- 2--
Low Income- 7--
Students with Disabilities- 7--
American Indian or Alaska Native----
Asian----
Black or African American- 4--
Hispanic or Latino- 2--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White----

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students---- 21--
Lowest Performing-------
High Needs---- 21--
English Learners and Former English Learners---- 8--
Low Income---- 20--
Students with Disabilities---- 20--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 4--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White---- 1--

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students---- 34--
Lowest Performing-------
High Needs---- 34--
English Learners and Former English Learners---- 8--
Low Income---- 33--
Students with Disabilities---- 34--
American Indian or Alaska Native---- 1--
Asian-------
Black or African American---- 15--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White---- 4--

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students---- 79--
Lowest Performing-------
High Needs---- 79--
English Learners and Former English Learners---- 15--
Low Income---- 73--
Students with Disabilities---- 78--
American Indian or Alaska Native---- 1--
Asian-------
Black or African American---- 36--
Hispanic or Latino---- 30--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White---- 9--

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 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-------

Progress toward attaining English language proficiency - High school
Group 2024 Rate (%) 2025 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 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 70.8 65.2 -5.6 69.3 464Exceeded Target
Lowest Performing-------
High Needs 70.8 65.2 -5.6 68.4 464Exceeded Target
English Learners and Former English Learners---- 10--
Low Income 69.6 67.4 -2.2 66.4 432Improved Below Target
Students with Disabilities 70.8 65.2 -5.6 67.2 464Exceeded Target
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 21--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White---- 6--

Chronic absenteeism - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students---- 76--
Lowest Performing-------
High Needs---- 76--
English Learners and Former English Learners---- 15--
Low Income---- 69--
Students with Disabilities---- 75--
American Indian or Alaska Native---- 1--
Asian-------
Black or African American---- 36--
Hispanic or Latino---- 32--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White---- 4--

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students---- 29--
Lowest Performing-------
High Needs---- 29--
English Learners and Former English Learners---- 6--
Low Income---- 28--
Students with Disabilities---- 29--
American Indian or Alaska Native---- 1--
Asian-------
Black or African American---- 13--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White---- 3--

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 54 4281No 2 54 4279No 2 28 2179No 2

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 54 42 54 42 28 21 136 10580No2
English Learners and Former English Learners 13 8 13 11 10 6 36----
Low Income 51 40 51 40 27 20 129 10080No2
Students with Disabilities 53 41 53 42 27 21 133 10480No2
American Indian or Alaska Native-----------
Asian 1 0 1 1 1 1 3----
Black or African American 26 22 26 20 14 10 66 5280No2
Hispanic or Latino 20 17 20 17 12 9 52 4383No1
Multi-Race, Not Hispanic or Latino 1 1 1 1 1 1 3----
Native Hawaiian or Other Pacific Islander-----------
White 6 2 6 3 0 0 12----


About this report

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.


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