Massachusetts School and District Profiles

Frederick Harris

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Frederick Harris

Organization Information

DISTRICT NAME
Springfield (02810000)

TITLE I STATUS
Title I School

SCHOOL
Frederick Harris (02810080)

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

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
81% - Meeting or exceeding targets	64

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	97%	70%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	81%
	Meeting or exceeding 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	3	4	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	5	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	8	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		4.6	9.6	-	7.0	7.6	-
Percentage of possible points		48%		-	92%		-
2026 Annual criterion-referenced target percentage		70%

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	4	4	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	8	8	20.0	8	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	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		9.2	9.6	-	7.5	7.6	-
Percentage of possible points		96%		-	99%		-
2025 Annual criterion-referenced target percentage		97%

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	100%	37%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	62%
	Substantial 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	3	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	3	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	4	4	-
	Growth total	8	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%		-
2026 Annual criterion-referenced target percentage		37%

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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	4	4	-
	Achievement total	12	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	4	4	-
	Growth total	8	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		10.3	10.3	-
Percentage of possible points		100%		-
2025 Annual criterion-referenced target percentage		100%

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	497.9	500.4	2.5	500.2	197	3	Path Forward: Met Target
Lowest Performing	468.1	478.3	10.2	473.2	25	4	Path Forward: Exceeded Target
High Needs	496.2	496.3	0.1	499.1	155	3	Path Forward: Met Target
English Learners and Former English Learners	490.4	493.1	2.7	492.9	48	3	Path Forward: Met Target
Low Income	495.9	495.9	0.0	498.3	143	3	Path Forward: Met Target
Students with Disabilities	487.4	487.2	-0.2	490.7	62	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	11	-	-
Black or African American	491.9	495.3	3.4	494.7	40	4	Recovery Path: Exceeded Target
Hispanic or Latino	496.8	499.1	2.3	499.3	102	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.1	508.3	0.2	510.5	28	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	496.8	498.7	1.9	499.3	197	2	Path Forward: Improved Below Target
Lowest Performing	469.5	475.8	6.3	473.7	25	4	Recovery Path: Exceeded Target
High Needs	495.5	494.2	-1.3	498.2	155	0	Path Forward: Declined
English Learners and Former English Learners	493.9	495.2	1.3	497.4	48	2	Path Forward: Improved Below Target
Low Income	495.2	494.0	-1.2	498.0	143	0	Path Forward: Declined
Students with Disabilities	487.4	485.2	-2.2	490.8	62	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	11	-	-
Black or African American	489.8	491.3	1.5	492.6	40	2	Recovery Path: Improved Below Target
Hispanic or Latino	496.6	497.5	0.9	499.2	102	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.7	504.1	0.4	506.2	28	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	502.7	497.4	-5.3	506.3	66	0	Path Forward: Declined
Lowest Performing	-	-	-	-	12	-	-
High Needs	501.8	493.9	-7.9	505.6	53	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	501.9	494.7	-7.2	505.9	50	3	Path Forward: Met Target
Students with Disabilities	-	-	-	-	26	-	-
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	500.2	494.8	-5.4	503.8	29	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	68.3	111	4	Exceeded Typical Growth
Lowest Performing	65.2	25	4	Exceeded Typical Growth
High Needs	68.4	86	4	Exceeded Typical Growth
English Learners and Former English Learners	71.7	23	4	Exceeded Typical Growth
Low Income	69.1	81	4	Exceeded Typical Growth
Students with Disabilities	61.2	31	4	Exceeded Typical Growth
American Indian or Alaska Native	-	2	-	-
Asian	-	5	-	-
Black or African American	67.3	22	4	Exceeded Typical Growth
Hispanic or Latino	71.2	58	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	14	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	63.6	112	4	Exceeded Typical Growth
Lowest Performing	56.6	25	3	Typical Growth - High
High Needs	62.4	87	4	Exceeded Typical Growth
English Learners and Former English Learners	63.0	24	4	Exceeded Typical Growth
Low Income	62.2	82	4	Exceeded Typical Growth
Students with Disabilities	56.9	31	3	Typical Growth - High
American Indian or Alaska Native	-	2	-	-
Asian	-	5	-	-
Black or African American	61.1	23	4	Exceeded Typical Growth
Hispanic or Latino	64.2	58	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	14	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	65.1	51.6	-13.5	70.5	64	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	65.1	51.6	-13.5	70.5	64	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	18.2	22.2	4.0	16.7	370	0	Declined
Lowest Performing	18.5	20.0	1.5	13.9	25	0	Declined
High Needs	20.4	26.1	5.7	18.0	306	0	Declined
English Learners and Former English Learners	19.4	22.3	2.9	15.9	94	0	Declined
Low Income	21.3	27.1	5.8	18.1	288	0	Declined
Students with Disabilities	27.4	30.2	2.8	23.8	116	0	Declined
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	16	-	-
Black or African American	14.8	18.7	3.9	11.2	75	0	Declined
Hispanic or Latino	22.3	25.4	3.1	18.1	201	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	25	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	8.0	10.2	2.2	6.2	49	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	210	210	100	Yes	1	210	210	100	Yes	1	69	69	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	167	167	167	167	56	56	390	390	100	Yes	1
English Learners and Former English Learners	51	51	51	51	17	17	119	119	100	Yes	1
Low Income	154	154	154	154	53	53	361	361	100	Yes	1
Students with Disabilities	64	64	64	64	26	26	154	154	100	Yes	1
American Indian or Alaska Native	4	4	4	4	3	3	11	-	-	-	-
Asian	11	11	11	11	3	3	25	-	-	-	-
Black or African American	42	42	42	42	17	17	101	101	100	Yes	1
Hispanic or Latino	110	110	110	110	31	31	251	251	100	Yes	1
Multi-Race, Not Hispanic or Latino	12	12	12	12	2	2	26	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	31	31	31	31	13	13	75	75	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