Massachusetts School and District Profiles

Birchland Park

Districts
Schools

2025

2025 Official Accountability Report - Birchland Park

Organization Information

DISTRICT NAME
East Longmeadow (00870000)

TITLE I STATUS
Title I School

SCHOOL
Birchland Park (00870305)

GRADES SERVED
06,07,08

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
46% - Moderate progress toward targets	69

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	36%	52%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	46%
	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)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	2	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	5	12	67.5	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		5.1	10.3	-	4.1	7.6	-
Percentage of possible points		50%		-	54%		-
2025 Annual criterion-referenced target percentage		52%

2024 Points awarded

2024 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	-	3	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	3	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		1.1	10.3	-	4.7	7.6	-
Percentage of possible points		11%		-	62%		-
2024 Annual criterion-referenced target percentage		36%

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

	2024	2025
Annual criterion-referenced target percentage	37%	18%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	25%
	Moderate progress toward targets

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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	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		1.8	10.3	-
Percentage of possible points		18%		-
2025 Annual criterion-referenced target percentage		18%

2024 Points awarded

2024 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	2	4	-
	Science achievement	2	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	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		3.8	10.3	-
Percentage of possible points		37%		-
2024 Annual criterion-referenced target percentage		37%

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	497.5	498.7	1.2	501.6	570	2	Recovery Path: Improved Below Target
Lowest Performing	465.4	468.6	3.2	469.7	84	2	Recovery Path: Improved Below Target
High Needs	486.8	484.6	-2.2	489.6	231	0	Path Forward: Declined
English Learners and Former English Learners	490.4	487.3	-3.1	492.9	25	0	Recovery Path: Declined
Low Income	487.2	488.0	0.8	489.0	142	2	Recovery Path: Improved Below Target
Students with Disabilities	479.6	475.0	-4.6	481.7	126	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	501.1	503.2	2.1	503.7	30	3	Recovery Path: Met Target
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	489.4	490.8	1.4	491.3	77	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	502.6	498.2	-4.4	504.6	32	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	498.7	500.3	1.6	500.9	410	2	Recovery 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	497.4	499.4	2.0	499.2	571	3	Recovery Path: Met Target
Lowest Performing	472.8	473.8	1.0	477.9	84	2	Path Forward: Improved Below Target
High Needs	489.6	488.5	-1.1	492.2	233	0	Path Forward: Declined
English Learners and Former English Learners	498.8	498.9	0.1	502.4	25	2	Path Forward: Improved Below Target
Low Income	489.5	490.6	1.1	491.1	144	3	Recovery Path: Met Target
Students with Disabilities	484.5	481.2	-3.3	487.8	126	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	508.9	508.7	-0.2	512.6	30	3	Path Forward: Met Target
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	490.1	490.8	0.7	493.3	75	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	492.5	498.8	6.3	494.6	32	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	498.4	500.7	2.3	500.1	413	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	500.1	498.3	-1.8	502.8	190	0	Path Forward: Declined
Lowest Performing	-	-	-	-	38	-	-
High Needs	492.9	485.4	-7.5	496.3	75	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	491.3	485.2	-6.1	494.7	50	0	Path Forward: Declined
Students with Disabilities	486.9	476.7	-10.2	491.4	41	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	493.5	489.9	-3.6	498.6	30	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.4	501.0	-0.4	504.4	135	1	Path Forward: No Change

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	53.8	558	3	Typical Growth - High
Lowest Performing	49.5	82	2	Typical Growth - Low
High Needs	51.6	223	3	Typical Growth - High
English Learners and Former English Learners	50.2	25	3	Typical Growth - High
Low Income	51.8	139	3	Typical Growth - High
Students with Disabilities	51.9	121	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	62.4	29	4	Exceeded Typical Growth
Black or African American	-	19	-	-
Hispanic or Latino	51.7	76	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	48.1	30	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	53.7	402	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	55.6	557	3	Typical Growth - High
Lowest Performing	56.7	82	3	Typical Growth - High
High Needs	55.0	225	3	Typical Growth - High
English Learners and Former English Learners	62.6	25	4	Exceeded Typical Growth
Low Income	55.2	141	3	Typical Growth - High
Students with Disabilities	55.5	121	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	64.9	29	4	Exceeded Typical Growth
Black or African American	-	19	-	-
Hispanic or Latino	51.5	73	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	61.5	30	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	55.7	404	3	Typical Growth - High

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	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	12.8	4.8	-8.0	11.5	598	4	Exceeded Target
Lowest Performing	9.4	7.1	-2.3	5.9	84	3	Met Target
High Needs	15.5	9.8	-5.7	12.9	245	4	Exceeded Target
English Learners and Former English Learners	14.3	0.0	-14.3	11.3	27	4	Exceeded Target
Low Income	19.9	10.9	-9.0	16.2	156	4	Exceeded Target
Students with Disabilities	11.6	10.1	-1.5	8.3	129	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	13.9	0.0	-13.9	11.0	31	4	Exceeded Target
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	18.5	8.5	-10.0	14.8	82	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	10.0	8.8	-1.2	8.7	34	3	Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	11.9	4.4	-7.5	10.5	428	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	583	577	99	Yes	1	584	580	99	Yes	1	197	194	98	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	237	234	238	237	78	76	553	547	99	Yes	1
English Learners and Former English Learners	27	27	27	27	8	8	62	62	100	Yes	1
Low Income	147	145	148	148	51	51	346	344	99	Yes	1
Students with Disabilities	128	127	128	127	44	42	300	296	99	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	31	31	31	31	8	8	70	70	100	Yes	1
Black or African American	21	21	21	21	6	6	48	48	100	Yes	1
Hispanic or Latino	78	78	78	77	33	31	189	186	98	Yes	1
Multi-Race, Not Hispanic or Latino	34	34	34	34	13	13	81	81	100	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	417	411	417	414	136	135	970	960	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