Massachusetts School and District Profiles

Philip G Coburn

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Philip G Coburn

Organization Information

DISTRICT NAME
West Springfield (03320000)

TITLE I STATUS
Title I School

SCHOOL
Philip G Coburn (03320007)

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

School of Recognition

Progress toward improvement targets	Accountability percentile
70% - Substantial progress toward targets	46

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	51%	83%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	70%
	Substantial 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	4	4	-	3	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	10	12	60.0	7	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	2	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	2	4	10.0
Weighted total		8.0	9.6	-	6.3	7.6	-
Percentage of possible points		83%		-	83%		-
2026 Annual criterion-referenced target percentage		83%

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	3	4	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	5	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		4.9	9.6	-	3.8	7.6	-
Percentage of possible points		51%		-	50%		-
2025 Annual criterion-referenced target percentage		51%

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	50%	77%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	66%
	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	4	4	-
	Mathematics achievement	3	4	-
	Science achievement	2	4	-
	Achievement total	9	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		7.9	10.3	-
Percentage of possible points		77%		-
2026 Annual criterion-referenced target percentage		77%

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	0	4	-
	Achievement total	5	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		5.1	10.3	-
Percentage of possible points		50%		-
2025 Annual criterion-referenced target percentage		50%

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	483.9	487.3	3.4	486.4	223	4	Recovery Path: Exceeded Target
Lowest Performing	465.0	470.6	5.6	470.1	31	3	Path Forward: Met Target
High Needs	481.5	485.1	3.6	483.7	197	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	478.9	482.0	3.1	482.5	113	3	Recovery Path: Met Target
Low Income	480.6	485.1	4.5	482.7	183	4	Recovery Path: Exceeded Target
Students with Disabilities	471.0	477.0	6.0	475.1	47	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	481.2	487.1	5.9	484.5	66	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	483.5	486.7	3.2	486.3	115	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	492.1	495.4	3.3	495.3	223	3	Path Forward: Met Target
Lowest Performing	470.2	477.7	7.5	475.3	31	4	Path Forward: Exceeded Target
High Needs	490.0	493.7	3.7	493.3	197	3	Path Forward: Met Target
English Learners and Former English Learners	490.4	494.0	3.6	493.9	113	3	Path Forward: Met Target
Low Income	489.1	493.7	4.6	491.9	183	4	Path Forward: Exceeded Target
Students with Disabilities	476.1	479.6	3.5	479.8	47	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	485.3	491.0	5.7	488.4	66	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.9	498.0	3.1	498.6	115	2	Path Forward: 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	481.4	484.1	2.7	484.5	82	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	479.2	479.6	0.4	482.2	68	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	477.2	478.2	1.0	479.6	45	2	Recovery Path: Improved Below Target
Low Income	479.2	479.0	-0.2	482.3	62	1	Recovery Path: No Change
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	477.4	479.4	2.0	481.9	44	2	Recovery Path: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.3	136	3	Typical Growth - High
Lowest Performing	50.2	31	3	Typical Growth - High
High Needs	51.7	116	3	Typical Growth - High
English Learners and Former English Learners	53.4	72	3	Typical Growth - High
Low Income	51.9	107	3	Typical Growth - High
Students with Disabilities	49.4	27	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	10	-	-
Black or African American	-	9	-	-
Hispanic or Latino	52.3	41	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.7	66	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.9	143	4	Exceeded Typical Growth
Lowest Performing	59.1	31	3	Typical Growth - High
High Needs	62.2	123	4	Exceeded Typical Growth
English Learners and Former English Learners	59.8	79	3	Typical Growth - High
Low Income	61.5	114	4	Exceeded Typical Growth
Students with Disabilities	50.6	28	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	10	-	-
Black or African American	-	9	-	-
Hispanic or Latino	65.9	41	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	61.5	73	4	Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	77.9	84.1	6.2	83.3	132	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	77.9	84.1	6.2	83.3	132	4	Exceeded Target
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	14.1	12.7	-1.4	11.9	457	2	Improved Below Target
Lowest Performing	19.4	16.1	-3.3	14.5	31	2	Improved Below Target
High Needs	14.6	13.5	-1.1	12.1	401	2	Improved Below Target
English Learners and Former English Learners	8.9	10.0	1.1	5.6	220	0	Declined
Low Income	14.7	13.4	-1.3	12.0	367	2	Improved Below Target
Students with Disabilities	18.8	26.7	7.9	14.5	86	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	33	-	-
Black or African American	-	-	-	-	32	-	-
Hispanic or Latino	24.1	19.8	-4.3	20.3	126	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	34	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	9.7	10.0	0.3	6.8	231	1	No Change

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	243	242	100	Yes	1	246	245	100	Yes	1	88	88	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	215	214	218	217	72	72	505	503	100	Yes	1
English Learners and Former English Learners	124	124	126	126	48	48	298	298	100	Yes	1
Low Income	201	200	204	203	66	66	471	469	100	Yes	1
Students with Disabilities	54	53	54	53	13	13	121	119	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	16	16	16	16	10	10	42	-	-	-	-
Black or African American	14	14	14	14	6	6	34	-	-	-	-
Hispanic or Latino	75	74	77	76	23	23	175	173	99	Yes	1
Multi-Race, Not Hispanic or Latino	16	16	16	16	5	5	37	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	122	122	123	123	44	44	289	289	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