Massachusetts School and District Profiles

Community Academy of Science and Health

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Community Academy of Science and Health

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Community Academy of Science and Health (00350581)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
Targeted Support and Improvement (TSI), Additional Targeted Support and Improvement (ATSI)

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Low participation rate: Black or African American -Students with Disabilities -Low Income -Hispanic or Latino -English Learners and Former English Learners -High Needs -All Students

Progress toward improvement targets	Accountability percentile
42% - Moderate progress toward targets	8

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	38%	44%
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 (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	3	4	-	-	-	-
	Achievement total	3	12	40.0	-	-	-
Growth	English language arts growth	1	4	-	-	-	-
	Mathematics growth	3	4	-	-	-	-
	Growth total	4	8	20.0	-	-	-
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	2	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	10	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	-	-	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	4	8	10.0	-	-	-
Weighted total		4.4	10.0	-	-	-	-
Percentage of possible points		44%		-	-		-
2026 Annual criterion-referenced target percentage		44%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	-	-	-
	Mathematics achievement	2	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	40.0	-	-	-
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	3	4	-	-	-	-
	Growth total	5	8	20.0	-	-	-
High school completion	Four-year cohort graduation rate	2	4	-	-	-	-
	Extended engagement rate	3	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	5	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	-	-	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	6	8	10.0	-	-	-
Weighted total		3.8	10.0	-	-	-	-
Percentage of possible points		38%		-	-		-
2025 Annual criterion-referenced target percentage		38%

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	34%	51%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	44%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (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	47.5
Growth	English language arts growth	1	4	-
	Mathematics growth	4	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	2	4	-
	Annual dropout rate	4	4	-
	High school completion total	10	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	4	8	10.0
Weighted total		5.4	10.7	-
Percentage of possible points		51%		-
2026 Annual criterion-referenced target percentage		51%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	2	12	47.5
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	2	4	-
	Extended engagement rate	3	4	-
	Annual dropout rate	0	4	-
	High school completion total	5	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	1	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	5	8	10.0
Weighted total		3.6	10.7	-
Percentage of possible points		34%		-
2025 Annual criterion-referenced target percentage		34%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	479.2	473.8	-5.4	482.7	48	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	477.5	473.4	-4.1	481.8	46	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	478.0	472.8	-5.2	482.9	42	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	478.9	473.0	-5.9	484.0	27	0	Path Forward: Declined
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	2	-	-

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	480.5	478.2	-2.3	484.6	44	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	480.2	478.9	-1.3	484.4	42	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	480.1	477.4	-2.7	483.9	39	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	482.8	475.8	-7.0	487.9	24	0	Path Forward: Declined
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	2	-	-

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	480.1	483.5	3.4	483.2	27	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	478.6	484.2	5.6	481.9	26	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	478.4	484.2	5.8	481.6	24	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	2	-	-

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	35.9	26	1	Low Growth
Lowest Performing	-	-	-	-
High Needs	34.9	24	1	Low Growth
English Learners and Former English Learners	-	10	-	-
Low Income	36.0	23	1	Low Growth
Students with Disabilities	-	8	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	12	-	-
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	0	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	0	-	-

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	59.4	23	3	Typical Growth - High
Lowest Performing	-	-	-	-
High Needs	63.8	21	4	Exceeded Typical Growth
English Learners and Former English Learners	-	11	-	-
Low Income	63.8	21	4	Exceeded Typical Growth
Students with Disabilities	-	5	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	10	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	0	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	0	-	-

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	64.4	71.9	7.5	68.9	139	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	64.0	71.3	7.3	69.1	136	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	57	-	-
Low Income	65.1	71.1	6.0	70.4	135	4	Exceeded Target
Students with Disabilities	-	-	-	-	36	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	56.9	70.2	13.3	62.8	84	4	Exceeded Target
Hispanic or Latino	-	-	-	-	42	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	5	-	-

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	81.2	82.2	1.0	83.9	90	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	80.6	81.4	0.8	84.2	86	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	80.0	80.7	0.7	84.3	83	2	Improved Below Target
Students with Disabilities	-	-	-	-	31	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	78.9	80.4	1.5	83.8	51	2	Improved Below Target
Hispanic or Latino	-	-	-	-	26	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	2	-	-

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	6.8	5.2	-1.6	6.1	366	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	6.9	4.1	-2.8	6.2	338	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	149	-	-
Low Income	7.1	3.9	-3.2	6.3	309	4	Exceeded Target
Students with Disabilities	-	-	-	-	103	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	16	-	-
Black or African American	5.4	3.5	-1.9	4.8	227	4	Exceeded Target
Hispanic or Latino	-	-	-	-	110	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	5	-	-

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	35.6	26.4	-9.2	37.1	125	0	Declined
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 - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	55.2	63.1	7.9	52.2	350	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	55.3	62.0	6.7	51.7	329	0	Declined
English Learners and Former English Learners	-	-	-	-	162	-	-
Low Income	55.5	63.4	7.9	51.5	303	0	Declined
Students with Disabilities	-	-	-	-	128	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	14	-	-
Black or African American	46.5	59.5	13.0	42.8	227	0	Declined
Hispanic or Latino	-	-	-	-	96	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	7	-	-

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	51.3	60.1	8.8	56.1	203	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	49.5	57.8	8.3	54.6	187	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	99	-	-
Low Income	49.5	58.0	8.5	54.8	174	4	Exceeded Target
Students with Disabilities	-	-	-	-	66	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	48.0	59.0	11.0	54.7	139	4	Exceeded Target
Hispanic or Latino	-	-	-	-	48	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	3	-	-

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	60	56	93	No	1	60	52	87	No	1	60	57	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	58	54	58	50	58	55	174	159	91	No	1
English Learners and Former English Learners	30	28	30	28	30	29	90	85	94	No	1
Low Income	54	50	54	47	54	51	162	148	91	No	1
Students with Disabilities	21	19	21	16	21	20	63	55	91	No	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	2	2	2	2	2	2	6	-	-	-	-
Black or African American	33	31	33	28	33	32	99	91	92	No	1
Hispanic or Latino	21	20	21	18	21	19	63	57	91	No	2
Multi-Race, Not Hispanic or Latino	1	1	1	1	1	1	3	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	3	2	3	3	3	3	9	-	-	-	-

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