Massachusetts School and District Profiles

Charles A Bernazzani Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Charles A Bernazzani Elementary

Organization Information

DISTRICT NAME
Quincy (02430000)

TITLE I STATUS
Non-Title I School

SCHOOL
Charles A Bernazzani Elementary (02430025)

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

REGION
Coastal

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	61

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	21%	63%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	46%
	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	2	4	-	2	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	7	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	1	4	10.0
Weighted total		5.4	9.6	-	5.3	7.6	-
Percentage of possible points		56%		-	70%		-
2026 Annual criterion-referenced target percentage		63%

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	-	0	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	2	8	67.5
Growth	English language arts growth	1	4	-	0	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	4	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		1.3	9.6	-	2.2	7.6	-
Percentage of possible points		14%		-	29%		-
2025 Annual criterion-referenced target percentage		21%

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	11%	51%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	35%
	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	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	4	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	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		5.2	10.3	-
Percentage of possible points		51%		-
2026 Annual criterion-referenced target percentage		51%

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	1	4	-
	Mathematics growth	3	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		1.1	10.3	-
Percentage of possible points		11%		-
2025 Annual criterion-referenced target percentage		11%

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	495.2	496.9	1.7	497.9	167	2	Recovery Path: Improved Below Target
Lowest Performing	474.2	477.4	3.2	478.9	25	2	Recovery Path: Improved Below Target
High Needs	487.8	488.7	0.9	490.4	83	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	484.2	492.6	8.4	487.2	26	4	Recovery Path: Exceeded Target
Low Income	489.9	493.6	3.7	492.9	53	4	Recovery Path: Exceeded Target
Students with Disabilities	478.1	476.0	-2.1	480.8	32	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	496.2	495.1	-1.1	499.0	39	0	Recovery Path: Declined
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.0	497.7	1.7	498.4	102	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	497.1	496.6	-0.5	498.6	168	1	Path Forward: No Change
Lowest Performing	470.0	476.4	6.4	474.4	25	4	Recovery Path: Exceeded Target
High Needs	491.3	489.6	-1.7	493.8	83	0	Path Forward: Declined
English Learners and Former English Learners	497.2	497.7	0.5	500.2	26	2	Path Forward: Improved Below Target
Low Income	493.9	492.1	-1.8	496.3	53	0	Path Forward: Declined
Students with Disabilities	477.4	477.9	0.5	480.6	32	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	505.6	501.3	-4.3	508.6	39	0	Path Forward: Declined
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.2	495.6	1.4	495.9	103	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	497.3	503.8	6.5	499.5	55	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	12	-	-
High Needs	489.8	497.9	8.1	493.3	27	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	-	-	-	-	15	-	-
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.2	503.2	6.0	499.4	31	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.7	104	2	Typical Growth - Low
Lowest Performing	49.0	25	2	Typical Growth - Low
High Needs	42.4	52	2	Typical Growth - Low
English Learners and Former English Learners	-	13	-	-
Low Income	43.9	29	2	Typical Growth - Low
Students with Disabilities	40.1	23	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	43.8	24	2	Typical Growth - Low
Black or African American	-	4	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.5	64	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.9	105	3	Typical Growth - High
Lowest Performing	52.8	25	3	Typical Growth - High
High Needs	54.5	52	3	Typical Growth - High
English Learners and Former English Learners	-	13	-	-
Low Income	52.2	29	3	Typical Growth - High
Students with Disabilities	55.3	23	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	57.2	24	3	Typical Growth - High
Black or African American	-	4	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.6	65	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	67.6	56.4	-11.2	71.6	39	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	67.6	56.4	-11.2	71.6	39	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	7.7	7.5	-0.2	6.6	295	2	Improved Below Target
Lowest Performing	8.0	8.0	0.0	4.7	25	1	No Change
High Needs	11.8	12.9	1.1	9.7	147	0	Declined
English Learners and Former English Learners	7.1	13.3	6.2	4.1	60	0	Declined
Low Income	15.1	16.8	1.7	10.8	95	0	Declined
Students with Disabilities	8.5	5.6	-2.9	6.0	54	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	0.0	2.9	2.9	1.0	69	4	Exceeded Target
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	27	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.2	9.0	-0.2	8.0	167	2	Improved Below 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	172	172	100	Yes	1	173	173	100	Yes	1	56	56	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	88	88	88	88	28	28	204	204	100	Yes	1
English Learners and Former English Learners	30	30	30	30	9	9	69	69	100	Yes	1
Low Income	57	57	57	57	16	16	130	130	100	Yes	1
Students with Disabilities	32	32	32	32	12	12	76	76	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	43	43	43	43	16	16	102	102	100	Yes	1
Black or African American	7	7	7	7	3	3	17	-	-	-	-
Hispanic or Latino	10	10	10	10	5	5	25	-	-	-	-
Multi-Race, Not Hispanic or Latino	9	9	9	9	1	1	19	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	103	103	104	104	31	31	238	238	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