Massachusetts School and District Profiles

Charles D Harrington

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Charles D Harrington

Organization Information

DISTRICT NAME
Chelmsford (00560000)

TITLE I STATUS
Title I School

SCHOOL
Charles D Harrington (00560025)

GRADES SERVED
K,01,02,03,04

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
33% - Moderate progress toward targets	57

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	35%	32%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	33%
	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	2	4	-	0	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	4	8	67.5	0	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	22.5	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	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		3.9	7.6	-	0.9	7.6	-
Percentage of possible points		51%		-	12%		-
2026 Annual criterion-referenced target percentage		32%

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	-	2	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	2	8	60.0	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		2.6	7.2	-	2.6	7.6	-
Percentage of possible points		36%		-	34%		-
2025 Annual criterion-referenced target percentage		35%

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	20%	66%
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	4	4	-
	Mathematics achievement	2	4	-
	Science achievement	-	-	-
	Achievement total	6	8	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		5.0	7.6	-
Percentage of possible points		66%		-
2026 Annual criterion-referenced target percentage		66%

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	-	-	-
	Achievement total	0	8	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.5	7.6	-
Percentage of possible points		20%		-
2025 Annual criterion-referenced target percentage		20%

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	496.3	496.7	0.4	499.0	190	2	Recovery Path: Improved Below Target
Lowest Performing	473.1	466.6	-6.5	478.2	20	0	Path Forward: Declined
High Needs	485.3	488.6	3.3	487.3	90	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	481.0	482.0	1.0	483.4	21	2	Path Forward: Improved Below Target
Low Income	485.0	485.3	0.3	487.5	48	2	Recovery Path: Improved Below Target
Students with Disabilities	478.7	484.2	5.5	481.3	47	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	496.2	497.5	1.3	498.5	42	2	Recovery Path: Improved Below Target
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	485.9	491.4	5.5	487.8	27	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	499.5	497.4	-2.1	502.0	101	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	498.1	498.3	0.2	500.2	192	2	Path Forward: Improved Below Target
Lowest Performing	473.4	468.0	-5.4	478.5	20	0	Path Forward: Declined
High Needs	486.8	488.7	1.9	489.4	91	2	Path Forward: Improved Below Target
English Learners and Former English Learners	484.9	486.3	1.4	488.5	21	2	Path Forward: Improved Below Target
Low Income	482.7	484.8	2.1	485.1	49	3	Path Forward: Met Target
Students with Disabilities	480.6	481.8	1.2	483.9	48	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	504.1	504.4	0.3	507.8	42	2	Path Forward: Improved Below Target
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	482.0	488.3	6.3	484.8	27	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	499.8	498.2	-1.6	501.9	103	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
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	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.4	89	2	Typical Growth - Low
Lowest Performing	33.3	20	1	Low Growth
High Needs	38.0	39	1	Low Growth
English Learners and Former English Learners	-	8	-	-
Low Income	33.4	23	1	Low Growth
Students with Disabilities	39.7	20	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	43.5	20	2	Typical Growth - Low
Black or African American	-	4	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	41.1	52	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.8	92	2	Typical Growth - Low
Lowest Performing	32.3	20	1	Low Growth
High Needs	42.3	40	2	Typical Growth - Low
English Learners and Former English Learners	-	8	-	-
Low Income	41.3	24	2	Typical Growth - Low
Students with Disabilities	35.1	21	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	50.4	20	3	Typical Growth - High
Black or African American	-	4	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	46.5	55	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
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 - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	9.2	7.4	-1.8	7.9	380	3	Met Target
Lowest Performing	19.0	5.0	-14.0	15.5	20	4	Exceeded Target
High Needs	15.1	12.8	-2.3	12.5	179	3	Met Target
English Learners and Former English Learners	18.9	15.2	-3.7	15.9	46	4	Exceeded Target
Low Income	15.7	16.5	0.8	12.0	103	0	Declined
Students with Disabilities	18.3	11.7	-6.6	15.0	94	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	7.9	9.0	1.1	5.0	78	0	Declined
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	18.5	11.4	-7.1	14.8	44	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	8.3	4.6	-3.7	6.9	216	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	194	192	99	Yes	1	194	194	100	Yes	1	0	-	-	-	-

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	93	92	93	93	0	0	186	185	99	Yes	1
English Learners and Former English Learners	22	22	22	22	0	0	44	44	100	Yes	1
Low Income	50	49	50	50	0	0	100	99	99	Yes	1
Students with Disabilities	49	48	49	49	0	0	98	97	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	44	44	44	44	0	0	88	88	100	Yes	1
Black or African American	7	7	7	7	0	0	14	-	-	-	-
Hispanic or Latino	27	27	27	27	0	0	54	54	100	Yes	1
Multi-Race, Not Hispanic or Latino	12	12	12	12	0	0	24	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	103	101	103	103	0	0	206	204	99	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