Massachusetts School and District Profiles

Downey

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Downey

Organization Information

DISTRICT NAME
Brockton (00440000)

TITLE I STATUS
Title I School

SCHOOL
Downey (00440110)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Progress toward improvement targets	Accountability percentile
56% - Substantial progress toward targets	6

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	53%	58%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	56%
	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	2	4	-	3	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	5	12	60.0	7	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	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	2	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	1	4	10.0
Weighted total		4.0	9.6	-	5.7	7.6	-
Percentage of possible points		42%		-	75%		-
2026 Annual criterion-referenced target percentage		58%

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	0	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	7	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	1	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		5.4	9.6	-	3.8	7.6	-
Percentage of possible points		56%		-	50%		-
2025 Annual criterion-referenced target percentage		53%

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	64%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	47%
	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	1	4	-
	Mathematics achievement	1	4	-
	Science achievement	2	4	-
	Achievement total	4	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		3.6	10.3	-
Percentage of possible points		35%		-
2026 Annual criterion-referenced target percentage		35%

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	4	4	-
	Mathematics achievement	0	4	-
	Science achievement	4	4	-
	Achievement total	8	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	1	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		6.6	10.3	-
Percentage of possible points		64%		-
2025 Annual criterion-referenced target percentage		64%

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	481.2	481.4	0.2	484.5	289	2	Recovery Path: Improved Below Target
Lowest Performing	456.7	462.9	6.2	463.4	40	3	Recovery Path: Met Target
High Needs	480.2	480.2	0.0	482.9	266	1	Recovery Path: No Change
English Learners and Former English Learners	475.4	476.6	1.2	479.2	73	2	Recovery Path: Improved Below Target
Low Income	480.3	480.3	0.0	483.4	240	1	Recovery Path: No Change
Students with Disabilities	472.7	473.0	0.3	476.8	135	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	479.8	481.8	2.0	482.6	164	2	Recovery Path: Improved Below Target
Hispanic or Latino	482.3	479.8	-2.5	485.6	63	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	484.5	482.8	-1.7	487.9	21	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	483.2	481.7	-1.5	486.0	34	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	481.8	482.0	0.2	485.0	291	2	Path Forward: Improved Below Target
Lowest Performing	451.6	459.9	8.3	456.9	40	4	Recovery Path: Exceeded Target
High Needs	480.9	480.9	0.0	484.2	268	1	Path Forward: No Change
English Learners and Former English Learners	477.8	478.5	0.7	481.3	74	2	Path Forward: Improved Below Target
Low Income	480.8	481.3	0.5	483.2	242	2	Recovery Path: Improved Below Target
Students with Disabilities	472.6	473.6	1.0	475.3	135	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	480.7	481.5	0.8	483.7	164	2	Recovery Path: Improved Below Target
Hispanic or Latino	483.8	482.8	-1.0	486.9	64	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	479.4	480.3	0.9	482.6	21	2	Path Forward: Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	483.4	484.4	1.0	487.1	35	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	476.9	476.9	0.0	480.0	99	1	Recovery Path: No Change
Lowest Performing	-	-	-	-	21	-	-
High Needs	475.2	475.9	0.7	478.5	92	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	469.7	471.3	1.6	473.9	30	2	Path Forward: Improved Below Target
Low Income	476.3	475.8	-0.5	479.9	84	1	Recovery Path: No Change
Students with Disabilities	468.3	468.4	0.1	471.6	45	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	470.7	476.2	5.5	474.4	60	4	Recovery Path: Exceeded Target
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	9	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.3	179	2	Typical Growth - Low
Lowest Performing	45.8	40	2	Typical Growth - Low
High Needs	44.9	163	2	Typical Growth - Low
English Learners and Former English Learners	41.7	44	2	Typical Growth - Low
Low Income	45.0	148	2	Typical Growth - Low
Students with Disabilities	43.0	77	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	44.0	107	2	Typical Growth - Low
Hispanic or Latino	44.6	36	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	0	-	-
White	-	15	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	40.0	180	2	Typical Growth - Low
Lowest Performing	47.1	40	2	Typical Growth - Low
High Needs	40.3	164	2	Typical Growth - Low
English Learners and Former English Learners	40.1	45	2	Typical Growth - Low
Low Income	40.5	149	2	Typical Growth - Low
Students with Disabilities	41.0	77	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	38.1	107	1	Low Growth
Hispanic or Latino	42.6	37	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	0	-	-
White	-	15	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	50.0	50.7	0.7	54.0	75	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	50.0	50.7	0.7	54.0	75	2	Improved Below 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	25.7	28.6	2.9	23.5	524	0	Declined
Lowest Performing	34.9	35.0	0.1	30.0	40	1	No Change
High Needs	27.4	29.4	2.0	24.9	477	0	Declined
English Learners and Former English Learners	22.7	20.3	-2.4	19.4	128	2	Improved Below Target
Low Income	28.4	30.8	2.4	25.7	438	0	Declined
Students with Disabilities	30.5	28.7	-1.8	26.2	216	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	21.5	22.8	1.3	17.9	303	0	Declined
Hispanic or Latino	32.4	37.1	4.7	28.6	116	0	Declined
Multi-Race, Not Hispanic or Latino	39.4	45.2	5.8	37.2	42	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	29.2	32.7	3.5	26.3	52	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	307	304	99	Yes	1	309	307	99	Yes	1	106	104	98	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	284	281	286	284	99	97	669	662	99	Yes	1
English Learners and Former English Learners	80	80	81	81	32	32	193	193	100	Yes	1
Low Income	258	255	260	258	91	89	609	602	99	Yes	1
Students with Disabilities	146	144	147	145	51	49	344	338	98	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	173	173	174	174	64	64	411	411	100	Yes	1
Hispanic or Latino	65	65	66	66	24	24	155	155	100	Yes	1
Multi-Race, Not Hispanic or Latino	22	22	22	22	6	6	50	50	100	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	39	36	39	37	11	9	89	82	96	Yes	2

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