Massachusetts School and District Profiles

Charles D Harrington
Districts Schools
Select an Org
View Previous Year
2025
print page

2025 Official Accountability Report - Charles D Harrington
Organization Information
DISTRICT NAME
Chelmsford (00560000)		TITLE I STATUS
Title I School
SCHOOL
Charles D Harrington (00560025)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
38% - Moderate progress toward targets65

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage43%35%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		38%
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)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-04-
Mathematics achievement04-24-
Science achievement------
Achievement total2860.02867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5820.04822.5
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 total0410.0---
Additional indicatorsChronic absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total2.67.2-2.67.6-
Percentage of possible points 36%-34%-
2025 Annual criterion-referenced target percentage35%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-14-
Mathematics achievement04-44-
Science achievement------
Achievement total0860.05867.5
GrowthEnglish language arts growth24-34-
Mathematics growth44-44-
Growth total6820.07822.5
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 total0410.0---
Additional indicatorsChronic absenteeism24-14-
Advanced coursework completion------
Additional indicators total2410.01410.0
Weighted total1.47.2-5.17.6-
Percentage of possible points 19%-67%-
2024 Annual criterion-referenced target percentage43%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
58

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage15%20%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		18%
Limited or no progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 total1.57.6-
Percentage of possible points 20%-
2025 Annual criterion-referenced target percentage20%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 total1.17.6-
Percentage of possible points 15%-
2024 Annual criterion-referenced target percentage15%

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 495.8 496.3 0.5 498.5 1952Recovery Path: Improved Below Target
Lowest Performing 477.2 474.6 -2.6 482.3 250Path Forward: Declined
High Needs 488.4 485.3 -3.1 490.4 870Recovery Path: Declined
English Learners and Former English Learners 484.4 481.0 -3.4 486.8 250Path Forward: Declined
Low Income 487.3 485.0 -2.3 489.8 530Recovery Path: Declined
Students with Disabilities 482.4 478.7 -3.7 485.0 490Recovery Path: Declined
American Indian or Alaska Native-------
Asian 494.5 496.2 1.7 496.8 422Recovery Path: Improved Below Target
Black or African American---- 11--
Hispanic or Latino 489.3 485.9 -3.4 491.2 230Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 497.7 499.5 1.8 500.2 1112Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 499.9 498.1 -1.8 502.0 1960Path Forward: Declined
Lowest Performing 468.2 471.9 3.7 473.3 252Path Forward: Improved Below Target
High Needs 491.1 486.8 -4.3 493.7 890Path Forward: Declined
English Learners and Former English Learners 488.2 484.9 -3.3 491.8 250Path Forward: Declined
Low Income 488.0 482.7 -5.3 490.4 540Path Forward: Declined
Students with Disabilities 485.7 480.6 -5.1 489.0 500Path Forward: Declined
American Indian or Alaska Native-------
Asian 508.4 504.1 -4.3 512.1 430Path Forward: Declined
Black or African American---- 11--
Hispanic or Latino 486.4 482.0 -4.4 489.2 230Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 500.3 499.8 -0.5 502.4 1111Path Forward: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 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-------

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.9 1002Typical Growth - Low
Lowest Performing 43.0 252Typical Growth - Low
High Needs 43.5 442Typical Growth - Low
English Learners and Former English Learners- 14--
Low Income 42.4 242Typical Growth - Low
Students with Disabilities 39.6 251Low Growth
American Indian or Alaska Native----
Asian 57.0 203Typical Growth - High
Black or African American- 6--
Hispanic or Latino- 14--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 50.1 573Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 54.4 1033Typical Growth - High
Lowest Performing 46.0 252Typical Growth - Low
High Needs 50.9 483Typical Growth - High
English Learners and Former English Learners- 17--
Low Income 47.0 262Typical Growth - Low
Students with Disabilities 45.0 262Typical Growth - Low
American Indian or Alaska Native----
Asian 56.8 223Typical Growth - High
Black or African American- 8--
Hispanic or Latino- 14--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 54.9 563Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 67.7 61.3 -6.4 69.9 310Declined
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 67.7 61.3 -6.4 69.9 310Declined
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 11.8 9.2 -2.6 10.5 3914Exceeded Target
Lowest Performing 16.0 12.0 -4.0 12.5 253Met Target
High Needs 20.0 15.1 -4.9 17.4 1864Exceeded Target
English Learners and Former English Learners 26.8 18.9 -7.9 23.8 534Exceeded Target
Low Income 21.1 15.7 -5.4 17.4 1154Exceeded Target
Students with Disabilities 24.7 18.3 -6.4 21.4 934Exceeded Target
American Indian or Alaska Native---- 1--
Asian 16.7 7.9 -8.8 13.8 764Exceeded Target
Black or African American---- 22--
Hispanic or Latino 23.3 18.5 -4.8 19.6 544Exceeded Target
Multi-Race, Not Hispanic or Latino---- 20--
Native Hawaiian or Other Pacific Islander---- 2--
White 7.4 8.3 0.9 6.0 2160Declined

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 205 20399Yes 1 205 204100Yes 1 0----

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 96 94 96 96 0 0 192 19099Yes1
English Learners and Former English Learners 27 27 27 27 0 0 54 54100Yes1
Low Income 59 58 59 59 0 0 118 11799Yes1
Students with Disabilities 52 51 52 52 0 0 104 10399Yes1
American Indian or Alaska Native-----------
Asian 45 44 45 45 0 0 90 8999Yes1
Black or African American 13 13 13 13 0 0 26----
Hispanic or Latino 23 23 23 23 0 0 46 46100Yes1
Multi-Race, Not Hispanic or Latino 8 8 8 8 0 0 16----
Native Hawaiian or Other Pacific Islander 1 1 1 1 0 0 2----
White 115 114 115 114 0 0 230 22899Yes1


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.


Resources
Interpretive Materials Interpretive Materials
Accountability Terms Glossary of Accountability Terms

School and District Profiles