Massachusetts School and District Profiles

Chestnut Hill Community School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Chestnut Hill Community School

Organization Information

DISTRICT NAME
Belchertown (00240000)

TITLE I STATUS
Non-Title I School

SCHOOL
Chestnut Hill Community School (00240006)

GRADES SERVED
04,05,06

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
63% - Substantial progress toward targets	64

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	57%	67%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	63%
	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	3	4	-	2	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	67.5	6	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	7	8	22.5	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		6.0	10.3	-	5.8	7.6	-
Percentage of possible points		58%		-	76%		-
2026 Annual criterion-referenced target percentage		67%

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	1	4	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	67.5	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	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	2	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	3	4	10.0
Weighted total		2.2	10.3	-	7.1	7.6	-
Percentage of possible points		21%		-	93%		-
2025 Annual criterion-referenced target percentage		57%

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	42%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	51%
	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	2	4	-
	Mathematics achievement	4	4	-
	Science achievement	0	4	-
	Achievement total	6	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		5.8	10.3	-
Percentage of possible points		56%		-
2026 Annual criterion-referenced target percentage		56%

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	0	4	-
	Science achievement	2	4	-
	Achievement total	4	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		4.3	10.3	-
Percentage of possible points		42%		-
2025 Annual criterion-referenced target percentage		42%

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	496.9	499.0	2.1	499.2	465	3	Path Forward: Met Target
Lowest Performing	469.0	470.5	1.5	474.1	72	2	Path Forward: Improved Below Target
High Needs	485.4	486.5	1.1	488.3	200	2	Path Forward: Improved Below Target
English Learners and Former English Learners	489.4	484.5	-4.9	491.9	31	0	Path Forward: Declined
Low Income	487.1	488.3	1.2	489.5	115	2	Path Forward: Improved Below Target
Students with Disabilities	479.6	480.1	0.5	482.9	123	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	487.3	485.7	-1.6	489.8	55	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.2	500.5	2.3	500.6	383	3	Path Forward: 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	491.3	493.7	2.4	493.8	467	3	Path Forward: Met Target
Lowest Performing	464.5	474.3	9.8	468.4	72	4	Recovery Path: Exceeded Target
High Needs	480.8	484.2	3.4	483.5	201	4	Path Forward: Exceeded Target
English Learners and Former English Learners	480.5	482.6	2.1	484.0	31	2	Path Forward: Improved Below Target
Low Income	481.1	484.5	3.4	483.9	114	4	Path Forward: Exceeded Target
Students with Disabilities	475.6	480.8	5.2	479.0	125	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	480.5	479.8	-0.7	483.1	55	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.8	495.4	2.6	495.6	385	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	497.0	491.9	-5.1	500.6	157	0	Path Forward: Declined
Lowest Performing	-	-	-	-	45	-	-
High Needs	489.2	480.8	-8.4	493.0	76	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	490.6	483.5	-7.1	494.6	44	0	Path Forward: Declined
Students with Disabilities	486.7	476.3	-10.4	490.5	45	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	22	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.1	494.2	-3.9	501.8	128	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.4	442	4	Exceeded Typical Growth
Lowest Performing	51.1	72	3	Typical Growth - High
High Needs	54.5	187	3	Typical Growth - High
English Learners and Former English Learners	53.6	28	3	Typical Growth - High
Low Income	55.1	108	3	Typical Growth - High
Students with Disabilities	52.2	113	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	4	-	-
Hispanic or Latino	51.0	50	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	62.3	366	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.2	444	3	Typical Growth - High
Lowest Performing	61.6	72	4	Exceeded Typical Growth
High Needs	55.7	186	3	Typical Growth - High
English Learners and Former English Learners	57.8	29	3	Typical Growth - High
Low Income	55.6	107	3	Typical Growth - High
Students with Disabilities	55.7	114	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	4	-	-
Hispanic or Latino	52.4	51	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.8	368	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	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
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	9.4	6.6	-2.8	7.9	503	4	Exceeded Target
Lowest Performing	9.5	6.9	-2.6	4.9	72	2	Improved Below Target
High Needs	15.7	11.0	-4.7	13.3	218	4	Exceeded Target
English Learners and Former English Learners	18.8	17.6	-1.2	15.3	34	2	Improved Below Target
Low Income	20.6	17.2	-3.4	17.4	128	3	Met Target
Students with Disabilities	14.0	8.6	-5.4	10.4	128	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	20.0	15.5	-4.5	15.8	58	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.1	4.8	-2.3	5.3	414	3	Met 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	493	471	96	Yes	1	493	473	96	Yes	1	167	161	96	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	214	204	214	205	82	78	510	487	95	Yes	1
English Learners and Former English Learners	33	33	33	33	11	11	77	77	100	Yes	1
Low Income	121	117	121	116	46	44	288	277	96	Yes	1
Students with Disabilities	131	124	131	126	49	46	311	296	95	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	5	5	5	5	0	0	10	-	-	-	-
Black or African American	6	6	6	6	2	2	14	-	-	-	-
Hispanic or Latino	56	55	56	55	23	22	135	132	98	Yes	1
Multi-Race, Not Hispanic or Latino	18	18	18	18	5	5	41	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	408	387	408	389	137	132	953	908	95	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