Massachusetts School and District Profiles

Irwin M. Jacobs Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Irwin M. Jacobs Elementary School

Organization Information

DISTRICT NAME
New Bedford (02010000)

TITLE I STATUS
Title I School

SCHOOL
Irwin M. Jacobs Elementary School (02010070)

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

REGION
Coastal

FEDERAL DESIGNATION
Targeted Support and Improvement (TSI)

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Low student group performance: White -Low Income -High Needs

Progress toward improvement targets	Accountability percentile
44% - Moderate progress toward targets	5

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	56%	36%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	44%
	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	0	4	-	4	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	6	8	67.5
Growth	English language arts growth	1	4	-	2	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	2	8	20.0	3	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		0.4	9.6	-	5.1	7.6	-
Percentage of possible points		4%		-	67%		-
2026 Annual criterion-referenced target percentage		36%

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	0	4	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	2	12	60.0	8	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		2.8	9.6	-	6.3	7.6	-
Percentage of possible points		29%		-	83%		-
2025 Annual criterion-referenced target percentage		56%

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	26%	5%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	13%
	Limited or no 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	1	4	-
	Mathematics growth	1	4	-
	Growth total	2	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		0.5	10.3	-
Percentage of possible points		5%		-
2026 Annual criterion-referenced target percentage		5%

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	2	4	-
	Achievement total	2	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		2.7	10.3	-
Percentage of possible points		26%		-
2025 Annual criterion-referenced target percentage		26%

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	475.3	473.1	-2.2	478.5	176	0	Recovery Path: Declined
Lowest Performing	453.7	462.0	8.3	460.1	28	4	Recovery Path: Exceeded Target
High Needs	474.4	472.4	-2.0	477.7	167	0	Recovery Path: Declined
English Learners and Former English Learners	471.5	469.3	-2.2	475.1	92	0	Recovery Path: Declined
Low Income	474.1	471.9	-2.2	477.4	162	0	Recovery Path: Declined
Students with Disabilities	468.1	466.9	-1.2	470.5	48	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	473.8	471.9	-1.9	477.3	115	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	477.3	474.8	-2.5	479.9	36	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	472.5	470.0	-2.5	475.0	176	0	Recovery Path: Declined
Lowest Performing	453.6	456.7	3.1	457.7	28	2	Recovery Path: Improved Below Target
High Needs	471.8	469.6	-2.2	474.2	167	0	Recovery Path: Declined
English Learners and Former English Learners	470.0	467.0	-3.0	472.9	92	0	Recovery Path: Declined
Low Income	471.5	469.1	-2.4	473.9	162	0	Recovery Path: Declined
Students with Disabilities	465.1	462.0	-3.1	468.8	48	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	471.4	469.3	-2.1	474.4	115	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	473.6	471.9	-1.7	475.6	36	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	476.4	467.4	-9.0	479.6	56	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	12	-	-
High Needs	475.6	467.5	-8.1	478.8	55	0	Recovery Path: Declined
English Learners and Former English Learners	470.6	466.7	-3.9	474.8	30	0	Recovery Path: Declined
Low Income	476.1	467.2	-8.9	479.3	53	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	472.1	470.3	-1.8	476.9	36	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	15	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	37.4	113	1	Low Growth
Lowest Performing	47.5	28	2	Typical Growth - Low
High Needs	37.5	108	1	Low Growth
English Learners and Former English Learners	39.7	62	1	Low Growth
Low Income	36.8	105	1	Low Growth
Students with Disabilities	30.4	27	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	13	-	-
Hispanic or Latino	37.6	74	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	37.7	23	1	Low Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	32.3	115	1	Low Growth
Lowest Performing	36.1	28	1	Low Growth
High Needs	32.7	110	1	Low Growth
English Learners and Former English Learners	36.4	64	1	Low Growth
Low Income	32.4	107	1	Low Growth
Students with Disabilities	26.4	27	0	Very Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	13	-	-
Hispanic or Latino	33.6	76	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	29.2	23	0	Very Low Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	67.5	59.4	-8.1	71.5	101	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	67.5	59.4	-8.1	71.5	101	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	13.3	17.1	3.8	11.1	316	0	Declined
Lowest Performing	20.7	10.7	-10.0	15.8	28	4	Exceeded Target
High Needs	13.3	16.9	3.6	10.8	302	0	Declined
English Learners and Former English Learners	14.7	12.5	-2.2	11.4	160	2	Improved Below Target
Low Income	13.4	17.5	4.1	10.7	291	0	Declined
Students with Disabilities	11.3	19.2	7.9	7.0	78	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	49	-	-
Hispanic or Latino	15.0	15.8	0.8	11.2	196	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.0	17.9	7.9	7.1	56	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	189	189	100	Yes	1	190	190	100	Yes	1	60	60	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	179	179	180	180	59	59	418	418	100	Yes	1
English Learners and Former English Learners	95	95	96	96	32	32	223	223	100	Yes	1
Low Income	174	174	175	175	57	57	406	406	100	Yes	1
Students with Disabilities	51	51	51	51	13	13	115	115	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	27	27	27	27	4	4	58	58	100	Yes	1
Hispanic or Latino	117	117	118	118	38	38	273	273	100	Yes	1
Multi-Race, Not Hispanic or Latino	9	9	9	9	3	3	21	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	36	36	36	36	15	15	87	87	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