Massachusetts School and District Profiles

Kennedy John F Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Kennedy John F Elementary School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Kennedy John F Elementary School (00350166)

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
50% - Substantial progress toward targets	42

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	44%	54%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	50%
	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	0	4	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	2	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	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		3.8	9.6	-	5.2	7.6	-
Percentage of possible points		40%		-	68%		-
2026 Annual criterion-referenced target percentage		54%

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	1	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	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	4	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		3.8	9.6	-	3.6	7.6	-
Percentage of possible points		40%		-	47%		-
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	24%	40%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	34%
	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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	4	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		4.1	10.3	-
Percentage of possible points		40%		-
2026 Annual criterion-referenced target percentage		40%

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	0	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	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		2.5	10.3	-
Percentage of possible points		24%		-
2025 Annual criterion-referenced target percentage		24%

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	492.9	492.0	-0.9	495.4	186	0	Recovery Path: Declined
Lowest Performing	460.8	465.0	4.2	465.9	31	2	Path Forward: Improved Below Target
High Needs	484.9	481.5	-3.4	487.2	139	0	Recovery Path: Declined
English Learners and Former English Learners	481.4	477.2	-4.2	484.5	96	0	Recovery Path: Declined
Low Income	483.8	480.1	-3.7	486.0	129	0	Recovery Path: Declined
Students with Disabilities	474.7	470.7	-4.0	478.0	44	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	484.7	487.9	3.2	487.2	25	4	Recovery Path: Exceeded Target
Hispanic or Latino	484.3	481.1	-3.2	487.7	116	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	525.1	525.5	0.4	527.5	33	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	492.8	492.9	0.1	495.3	186	2	Path Forward: Improved Below Target
Lowest Performing	462.9	468.6	5.7	466.8	31	4	Recovery Path: Exceeded Target
High Needs	484.3	483.6	-0.7	485.9	139	0	Recovery Path: Declined
English Learners and Former English Learners	482.3	480.2	-2.1	484.2	96	0	Recovery Path: Declined
Low Income	483.0	481.8	-1.2	485.0	130	0	Recovery Path: Declined
Students with Disabilities	473.0	469.6	-3.4	476.4	42	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	485.1	486.0	0.9	487.6	26	2	Recovery Path: Improved Below Target
Hispanic or Latino	484.8	482.7	-2.1	487.8	115	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	523.8	526.1	2.3	526.6	33	4	Path Forward: 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	489.9	490.0	0.1	493.5	40	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	10	-	-
High Needs	475.0	479.4	4.4	478.8	31	4	Path Forward: Exceeded Target
English Learners and Former English Learners	474.5	474.4	-0.1	478.6	23	1	Path Forward: No Change
Low Income	475.0	476.9	1.9	479.0	29	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	476.8	477.5	0.7	480.4	26	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	6	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.6	132	3	Typical Growth - High
Lowest Performing	56.8	31	3	Typical Growth - High
High Needs	54.5	93	3	Typical Growth - High
English Learners and Former English Learners	55.9	64	3	Typical Growth - High
Low Income	54.2	89	3	Typical Growth - High
Students with Disabilities	46.8	26	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	18	-	-
Hispanic or Latino	57.9	81	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	66.4	25	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.9	132	2	Typical Growth - Low
Lowest Performing	48.1	31	2	Typical Growth - Low
High Needs	43.4	93	2	Typical Growth - Low
English Learners and Former English Learners	43.0	64	2	Typical Growth - Low
Low Income	44.3	89	2	Typical Growth - Low
Students with Disabilities	40.6	26	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	18	-	-
Hispanic or Latino	42.6	81	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	63.2	25	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	67.6	64.2	-3.4	73.0	95	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	67.6	64.2	-3.4	73.0	95	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	28.3	24.4	-3.9	26.8	295	4	Exceeded Target
Lowest Performing	37.5	41.9	4.4	32.9	31	0	Declined
High Needs	33.2	30.4	-2.8	30.8	227	3	Met Target
English Learners and Former English Learners	31.3	29.9	-1.4	27.8	167	2	Improved Below Target
Low Income	34.8	31.4	-3.4	31.6	207	3	Met Target
Students with Disabilities	33.9	39.7	5.8	30.3	63	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	34.0	34.8	0.8	30.4	46	0	Declined
Hispanic or Latino	32.9	28.3	-4.6	28.7	180	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.3	6.3	0.0	4.5	48	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	196	194	99	Yes	1	197	195	99	Yes	1	45	45	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	149	147	150	148	36	36	335	331	99	Yes	1
English Learners and Former English Learners	106	104	107	105	28	28	241	237	98	Yes	1
Low Income	139	137	140	139	34	34	313	310	99	Yes	1
Students with Disabilities	45	45	45	43	9	9	99	97	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	3	3	3	3	1	1	7	-	-	-	-
Black or African American	28	27	28	28	5	5	61	60	98	Yes	1
Hispanic or Latino	123	122	124	122	31	31	278	275	99	Yes	1
Multi-Race, Not Hispanic or Latino	9	9	9	9	2	2	20	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	33	33	33	33	6	6	72	72	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