Massachusetts School and District Profiles

Gen John J Stefanik

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Gen John J Stefanik

Organization Information

DISTRICT NAME
Chicopee (00610000)

TITLE I STATUS
Title I School

SCHOOL
Gen John J Stefanik (00610090)

GRADES SERVED
PK,K,01,02,03,04,05

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
47% - Moderate progress toward targets	54

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	66%	34%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	47%
	Moderate progress toward 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	1	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	2	4	10.0
Weighted total		1.8	9.6	-	3.8	7.6	-
Percentage of possible points		19%		-	50%		-
2026 Annual criterion-referenced target percentage		34%

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	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	8	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		7.0	9.6	-	4.5	7.6	-
Percentage of possible points		73%		-	59%		-
2025 Annual criterion-referenced target percentage		66%

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	52%	14%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	29%
	Moderate progress toward 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	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		1.4	10.3	-
Percentage of possible points		14%		-
2026 Annual criterion-referenced target percentage		14%

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	2	4	-
	Mathematics achievement	1	4	-
	Science achievement	2	4	-
	Achievement total	5	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	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		5.4	10.3	-
Percentage of possible points		52%		-
2025 Annual criterion-referenced target percentage		52%

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	492.2	491.8	-0.4	495.0	189	1	Recovery Path: No Change
Lowest Performing	465.8	470.2	4.4	471.3	29	2	Recovery Path: Improved Below Target
High Needs	489.7	488.7	-1.0	492.0	155	0	Recovery Path: Declined
English Learners and Former English Learners	487.4	490.1	2.7	490.7	26	2	Recovery Path: Improved Below Target
Low Income	489.8	489.4	-0.4	492.9	142	1	Recovery Path: No Change
Students with Disabilities	477.1	477.1	0.0	480.3	49	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	488.0	488.5	0.5	490.8	118	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.6	498.0	-3.6	505.4	53	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	493.1	490.3	-2.8	495.3	188	0	Recovery Path: Declined
Lowest Performing	461.2	466.7	5.5	468.9	29	2	Recovery Path: Improved Below Target
High Needs	490.5	486.4	-4.1	493.0	154	0	Recovery Path: Declined
English Learners and Former English Learners	497.8	495.4	-2.4	501.3	26	0	Path Forward: Declined
Low Income	490.6	487.3	-3.3	493.1	141	0	Recovery Path: Declined
Students with Disabilities	475.9	470.9	-5.0	479.5	48	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	487.1	486.2	-0.9	490.1	118	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.1	498.8	-7.3	508.9	52	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	500.9	498.3	-2.6	504.5	60	0	Path Forward: Declined
Lowest Performing	-	-	-	-	10	-	-
High Needs	496.7	493.9	-2.8	500.5	49	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	496.4	494.2	-2.2	498.9	46	3	Recovery Path: Met Target
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	494.0	492.1	-1.9	496.8	34	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	16	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.6	128	3	Typical Growth - High
Lowest Performing	46.6	29	2	Typical Growth - Low
High Needs	55.5	105	3	Typical Growth - High
English Learners and Former English Learners	-	16	-	-
Low Income	55.2	98	3	Typical Growth - High
Students with Disabilities	47.3	33	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	4	-	-
Hispanic or Latino	56.0	79	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.4	34	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.0	127	3	Typical Growth - High
Lowest Performing	48.7	29	2	Typical Growth - Low
High Needs	53.7	104	3	Typical Growth - High
English Learners and Former English Learners	-	16	-	-
Low Income	54.9	97	3	Typical Growth - High
Students with Disabilities	42.6	32	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	4	-	-
Hispanic or Latino	56.3	79	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.2	33	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	74.4	64.3	-10.1	78.4	28	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	74.4	64.3	-10.1	78.4	28	0	Declined
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	21.6	23.4	1.8	20.1	329	0	Declined
Lowest Performing	25.8	24.1	-1.7	21.2	29	2	Improved Below Target
High Needs	23.0	26.9	3.9	20.6	279	0	Declined
English Learners and Former English Learners	21.2	20.5	-0.7	17.7	44	2	Improved Below Target
Low Income	23.5	27.5	4.0	20.3	258	0	Declined
Students with Disabilities	29.0	28.7	-0.3	25.4	87	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	25.8	27.8	2.0	21.6	205	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	15.3	15.9	0.6	13.5	88	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	199	198	99	Yes	1	198	197	99	Yes	1	61	61	100	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	165	164	164	163	50	50	379	377	99	Yes	1
English Learners and Former English Learners	27	27	27	27	9	9	63	63	100	Yes	1
Low Income	152	151	151	150	47	47	350	348	99	Yes	1
Students with Disabilities	53	52	52	51	12	12	117	115	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	1	1	1	1	1	1	3	-	-	-	-
Black or African American	7	7	7	7	2	2	16	-	-	-	-
Hispanic or Latino	124	124	124	124	35	35	283	283	100	Yes	1
Multi-Race, Not Hispanic or Latino	11	11	11	11	7	7	29	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	56	55	55	54	16	16	127	125	98	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