Massachusetts School and District Profiles

Chestnut Accelerated Middle School (Talented and Gifted)

Districts
Schools

2025

2025 Official Accountability Report - Chestnut Accelerated Middle School (Talented and Gifted)

Organization Information

DISTRICT NAME
Springfield (02810000)

TITLE I STATUS
Title I School

SCHOOL
Chestnut Accelerated Middle School (Talented and Gifted) (02810367)

GRADES SERVED
06,07,08

REGION
Strategic Transformation

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
62% - Substantial progress toward targets	64

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	69%	57%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	62%
	Substantial 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	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	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	0	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		3.8	10.3	-	5.8	7.6	-
Percentage of possible points		37%		-	76%		-
2025 Annual criterion-referenced target percentage		57%

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	-	4	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	8	12	67.5	6	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		6.3	10.3	-	5.8	7.6	-
Percentage of possible points		61%		-	76%		-
2024 Annual criterion-referenced target percentage		69%

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	81%	61%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	69%
	Substantial 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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	3	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%

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	3	4	-
	Mathematics achievement	4	4	-
	Science achievement	4	4	-
	Achievement total	11	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		8.3	10.3	-
Percentage of possible points		81%		-
2024 Annual criterion-referenced target percentage		81%

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	501.6	503.4	1.8	504.8	258	2	Recovery Path: Improved Below Target
Lowest Performing	479.2	483.0	3.8	483.8	28	2	Recovery Path: Improved Below Target
High Needs	499.7	501.2	1.5	502.2	206	3	Recovery Path: Met Target
English Learners and Former English Learners	496.1	499.5	3.4	499.1	36	3	Recovery Path: Met Target
Low Income	500.3	501.1	0.8	503.0	195	3	Recovery Path: Met Target
Students with Disabilities	491.6	489.0	-2.6	494.5	81	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	500.2	501.6	1.4	502.5	60	3	Recovery Path: Met Target
Hispanic or Latino	500.7	502.9	2.2	503.6	153	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.3	507.8	-0.5	510.8	26	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	497.5	499.3	1.8	499.9	259	2	Recovery Path: Improved Below Target
Lowest Performing	474.9	481.4	6.5	480.0	28	4	Path Forward: Exceeded Target
High Needs	495.6	496.3	0.7	497.7	207	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	488.7	494.1	5.4	492.0	36	4	Recovery Path: Exceeded Target
Low Income	495.7	496.1	0.4	498.1	196	2	Recovery Path: Improved Below Target
Students with Disabilities	492.2	492.2	0.0	495.5	81	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	495.8	497.0	1.2	498.1	60	3	Recovery Path: Met Target
Hispanic or Latino	495.9	498.7	2.8	498.7	154	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.4	505.2	-1.2	510.7	26	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	505.5	500.1	-5.4	508.2	77	0	Path Forward: Declined
Lowest Performing	-	-	-	-	15	-	-
High Needs	503.6	499.2	-4.4	507.0	59	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	504.0	500.3	-3.7	507.4	57	3	Path Forward: Met Target
Students with Disabilities	-	-	-	-	24	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	499.0	499.0	0.0	504.1	42	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	7	-	-

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	48.3	197	2	Typical Growth - Low
Lowest Performing	47.1	28	2	Typical Growth - Low
High Needs	49.9	146	2	Typical Growth - Low
English Learners and Former English Learners	53.7	26	3	Typical Growth - High
Low Income	49.5	137	2	Typical Growth - Low
Students with Disabilities	52.0	22	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	47.7	51	2	Typical Growth - Low
Hispanic or Latino	47.6	108	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.4	22	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	52.1	194	3	Typical Growth - High
Lowest Performing	63.8	28	4	Exceeded Typical Growth
High Needs	49.7	144	2	Typical Growth - Low
English Learners and Former English Learners	44.4	26	2	Typical Growth - Low
Low Income	49.6	136	2	Typical Growth - Low
Students with Disabilities	57.7	20	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	53.5	49	3	Typical Growth - High
Hispanic or Latino	48.9	108	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	60.6	22	4	Exceeded Typical Growth

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	11.8	12.5	0.7	10.5	271	0	Declined
Lowest Performing	0.0	3.6	3.6	1.0	28	4	Exceeded Target
High Needs	12.5	13.4	0.9	9.9	217	0	Declined
English Learners and Former English Learners	14.3	16.2	1.9	11.3	37	0	Declined
Low Income	13.2	13.1	-0.1	9.5	206	2	Improved Below Target
Students with Disabilities	21.1	16.7	-4.4	17.8	84	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	8.5	9.7	1.2	5.0	62	0	Declined
Hispanic or Latino	13.3	13.1	-0.2	9.6	160	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	13.3	17.9	4.6	11.9	28	0	Declined

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	265	262	99	Yes	1	265	263	99	Yes	1	78	77	99	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	211	208	211	209	60	59	482	476	99	Yes	1
English Learners and Former English Learners	37	37	37	37	5	5	79	79	100	Yes	1
Low Income	200	197	200	198	58	57	458	452	99	Yes	1
Students with Disabilities	83	82	83	82	25	24	191	188	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	7	7	7	7	5	5	19	-	-	-	-
Black or African American	60	60	60	60	21	21	141	141	100	Yes	1
Hispanic or Latino	158	155	158	156	43	42	359	353	98	Yes	1
Multi-Race, Not Hispanic or Latino	13	13	13	13	2	2	28	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	27	27	27	27	7	7	61	61	100	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