Massachusetts School and District Profiles

Harvard-Kent Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Harvard-Kent Elementary School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Harvard-Kent Elementary School (00350200)

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

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
42% - Moderate progress toward targets	40

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	26%	53%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	42%
	Moderate 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	2	4	-	0	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	60.0	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	20.0	3	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		7.2	9.6	-	2.4	7.6	-
Percentage of possible points		75%		-	32%		-
2026 Annual criterion-referenced target percentage		53%

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	2	4	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	6	12	60.0	0	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	3	8	20.0	2	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	1	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	0	4	10.0
Weighted total		4.3	9.6	-	0.5	7.6	-
Percentage of possible points		45%		-	7%		-
2025 Annual criterion-referenced target percentage		26%

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%	61%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	53%
	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	2	4	-
	Achievement total	8	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		6.3	10.3	-
Percentage of possible points		61%		-
2026 Annual criterion-referenced target percentage		61%

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	3	4	-
	Achievement total	5	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	4	-
	Growth total	3	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	495.0	496.9	1.9	498.6	144	2	Recovery Path: Improved Below Target
Lowest Performing	469.0	466.1	-2.9	476.2	25	0	Recovery Path: Declined
High Needs	489.9	490.6	0.7	492.6	118	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	488.2	492.6	4.4	491.8	61	4	Recovery Path: Exceeded Target
Low Income	488.8	489.7	0.9	491.4	102	2	Recovery Path: Improved Below Target
Students with Disabilities	479.8	468.9	-10.9	482.4	41	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	508.3	509.7	1.4	511.4	26	4	Path Forward: Exceeded Target
Black or African American	484.6	486.8	2.2	487.5	23	2	Recovery Path: Improved Below Target
Hispanic or Latino	483.4	480.5	-2.9	486.5	45	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.5	510.5	5.0	507.9	43	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	496.0	504.5	8.5	498.5	144	4	Path Forward: Exceeded Target
Lowest Performing	466.2	468.8	2.6	470.4	25	2	Recovery Path: Improved Below Target
High Needs	491.2	497.3	6.1	493.1	117	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	493.3	499.7	6.4	496.1	61	4	Recovery Path: Exceeded Target
Low Income	490.1	495.3	5.2	492.4	102	4	Recovery Path: Exceeded Target
Students with Disabilities	478.4	477.4	-1.0	481.8	40	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	516.6	520.9	4.3	520.6	26	4	Path Forward: Exceeded Target
Black or African American	483.8	490.3	6.5	487.1	23	4	Path Forward: Exceeded Target
Hispanic or Latino	484.2	489.5	5.3	486.8	44	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.4	515.4	12.0	506.2	44	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	488.4	493.1	4.7	490.2	35	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	11	-	-
High Needs	484.2	486.9	2.7	488.0	29	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	482.5	482.8	0.3	486.5	26	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.3	103	2	Typical Growth - Low
Lowest Performing	45.1	25	2	Typical Growth - Low
High Needs	40.8	90	2	Typical Growth - Low
English Learners and Former English Learners	41.2	43	2	Typical Growth - Low
Low Income	40.7	79	2	Typical Growth - Low
Students with Disabilities	29.3	32	0	Very Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	17	-	-
Black or African American	-	18	-	-
Hispanic or Latino	34.3	33	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.5	29	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.5	103	2	Typical Growth - Low
Lowest Performing	39.8	25	1	Low Growth
High Needs	42.5	90	2	Typical Growth - Low
English Learners and Former English Learners	37.3	44	1	Low Growth
Low Income	41.7	80	2	Typical Growth - Low
Students with Disabilities	31.5	31	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	17	-	-
Black or African American	-	18	-	-
Hispanic or Latino	36.2	33	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.6	29	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	51.1	50.0	-1.1	56.5	50	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	51.1	50.0	-1.1	56.5	50	1	No Change
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	16.9	15.3	-1.6	15.4	242	3	Met Target
Lowest Performing	26.9	20.0	-6.9	22.3	25	4	Exceeded Target
High Needs	18.9	19.6	0.7	16.5	179	0	Declined
English Learners and Former English Learners	12.7	12.6	-0.1	9.2	95	2	Improved Below Target
Low Income	21.2	21.3	0.1	18.0	155	1	No Change
Students with Disabilities	23.4	25.0	1.6	19.8	72	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	5.4	5.9	0.5	2.1	34	1	No Change
Black or African American	11.4	17.6	6.2	7.8	34	0	Declined
Hispanic or Latino	26.0	23.9	-2.1	21.8	71	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	16.3	13.2	-3.1	14.5	91	4	Exceeded 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	157	153	97	Yes	1	158	153	97	Yes	1	36	35	97	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	130	126	130	125	30	29	290	280	97	Yes	1
English Learners and Former English Learners	69	66	69	67	18	17	156	150	96	Yes	1
Low Income	114	110	114	110	27	26	255	246	96	Yes	1
Students with Disabilities	51	47	51	46	9	8	111	101	96	Yes	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	27	27	27	27	5	5	59	59	100	Yes	1
Black or African American	27	26	27	26	6	6	60	58	97	Yes	1
Hispanic or Latino	51	49	51	48	12	11	114	108	95	Yes	1
Multi-Race, Not Hispanic or Latino	7	7	7	7	1	1	15	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	45	44	46	45	12	12	103	101	98	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