Massachusetts School and District Profiles

Mendell Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Mendell Elementary School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Mendell Elementary School (00350100)

GRADES SERVED
PK,K,01,02,03,04,05,06

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
62% - Substantial progress toward targets	41

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	44%	74%
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		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	-	3	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	7	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		6.0	9.6	-	6.5	7.6	-
Percentage of possible points		63%		-	86%		-
2026 Annual criterion-referenced target percentage		74%

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	-	2	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		1.4	9.6	-	5.6	7.6	-
Percentage of possible points		15%		-	74%		-
2025 Annual criterion-referenced target percentage		44%

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	19%	46%
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	3	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		4.7	10.3	-
Percentage of possible points		46%		-
2026 Annual criterion-referenced target percentage		46%

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	1	4	-
	Achievement total	1	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		2.0	10.3	-
Percentage of possible points		19%		-
2025 Annual criterion-referenced target percentage		19%

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	491.5	494.7	3.2	494.2	153	3	Recovery Path: Met Target
Lowest Performing	464.2	469.0	4.8	469.3	24	3	Path Forward: Met Target
High Needs	482.6	483.6	1.0	484.7	108	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	477.4	480.9	3.5	480.5	45	3	Recovery Path: Met Target
Low Income	482.1	482.8	0.7	485.1	97	2	Recovery Path: Improved Below Target
Students with Disabilities	476.9	472.4	-4.5	478.7	38	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	486.0	487.3	1.3	488.0	40	2	Recovery Path: Improved Below Target
Hispanic or Latino	480.2	484.1	3.9	482.7	64	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.8	518.9	8.1	513.3	32	4	Recovery Path: 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	492.8	495.6	2.8	494.9	154	4	Path Forward: Exceeded Target
Lowest Performing	457.5	468.3	10.8	462.6	24	4	Path Forward: Exceeded Target
High Needs	484.0	486.3	2.3	486.6	109	3	Path Forward: Met Target
English Learners and Former English Learners	478.9	484.0	5.1	482.5	46	4	Path Forward: Exceeded Target
Low Income	484.6	485.8	1.2	487.0	98	2	Path Forward: Improved Below Target
Students with Disabilities	475.1	478.3	3.2	478.4	38	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	483.6	486.7	3.1	486.6	40	3	Path Forward: Met Target
Hispanic or Latino	481.9	486.5	4.6	484.7	65	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	516.1	519.8	3.7	518.3	32	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	493.8	480.9	-12.9	496.5	37	0	Path Forward: Declined
Lowest Performing	-	-	-	-	6	-	-
High Needs	486.7	464.6	-22.1	490.1	25	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	486.3	464.6	-21.7	489.7	25	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	6	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.2	111	3	Typical Growth - High
Lowest Performing	51.1	24	3	Typical Growth - High
High Needs	53.8	83	3	Typical Growth - High
English Learners and Former English Learners	60.6	33	4	Exceeded Typical Growth
Low Income	51.9	75	3	Typical Growth - High
Students with Disabilities	39.4	28	1	Low Growth
American Indian or Alaska Native	-	0	-	-
Asian	-	0	-	-
Black or African American	49.6	32	2	Typical Growth - Low
Hispanic or Latino	57.7	49	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	62.0	21	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.0	111	3	Typical Growth - High
Lowest Performing	55.4	24	3	Typical Growth - High
High Needs	57.7	83	3	Typical Growth - High
English Learners and Former English Learners	61.5	33	4	Exceeded Typical Growth
Low Income	57.1	75	3	Typical Growth - High
Students with Disabilities	52.0	28	3	Typical Growth - High
American Indian or Alaska Native	-	0	-	-
Asian	-	0	-	-
Black or African American	55.3	32	3	Typical Growth - High
Hispanic or Latino	57.7	49	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	61.0	21	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	30.8	54.7	23.9	33.0	53	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	30.8	54.7	23.9	33.0	53	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	26.4	25.8	-0.6	25.1	252	2	Improved Below Target
Lowest Performing	46.2	41.7	-4.5	42.7	24	4	Exceeded Target
High Needs	32.4	33.1	0.7	29.8	181	0	Declined
English Learners and Former English Learners	31.7	34.9	3.2	28.7	86	0	Declined
Low Income	35.2	38.2	3.0	31.5	157	0	Declined
Students with Disabilities	38.7	40.7	2.0	35.4	59	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	8	-	-
Black or African American	30.2	21.2	-9.0	26.7	66	4	Exceeded Target
Hispanic or Latino	37.1	35.6	-1.5	33.4	104	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	11.3	15.8	4.5	9.9	57	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	161	158	98	Yes	1	162	159	98	Yes	1	40	38	95	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	114	111	115	112	28	26	257	249	97	Yes	1
English Learners and Former English Learners	49	48	50	49	10	10	109	107	98	Yes	1
Low Income	102	100	103	101	27	26	232	227	98	Yes	1
Students with Disabilities	39	38	39	38	9	8	87	84	97	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	6	6	6	6	1	1	13	-	-	-	-
Black or African American	43	41	43	41	9	8	95	90	95	Yes	1
Hispanic or Latino	68	67	69	68	17	16	154	151	98	Yes	1
Multi-Race, Not Hispanic or Latino	11	11	11	11	7	7	29	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	32	32	32	32	6	6	70	70	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