Massachusetts School and District Profiles

William A Berkowitz Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - William A Berkowitz Elementary

Organization Information

DISTRICT NAME
Chelsea (00570000)

TITLE I STATUS
Title I School

SCHOOL
William A Berkowitz Elementary (00570025)

GRADES SERVED
01,02,03,04

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
51% - Substantial progress toward targets	45

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	65%	41%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	51%
	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	0	4	-	4	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	0	8	60.0	6	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		1.2	7.2	-	5.0	7.6	-
Percentage of possible points		17%		-	66%		-
2026 Annual criterion-referenced target percentage		41%

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	-	-	-	-
	Mathematics achievement	3	4	-	-	-	-
	Science achievement	-	-	-	-	-	-
	Achievement total	5	8	60.0	-	-	-
Growth	English language arts growth	3	4	-	-	-	-
	Mathematics growth	3	4	-	-	-	-
	Growth total	6	8	20.0	-	-	-
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	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-
Weighted total		4.7	7.2	-	-	-	-
Percentage of possible points		65%		-	-		-
2025 Annual criterion-referenced target percentage		65%

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	67%	41%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	51%
	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	0	4	-
	Mathematics achievement	3	4	-
	Science achievement	-	-	-
	Achievement total	3	8	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		3.1	7.6	-
Percentage of possible points		41%		-
2026 Annual criterion-referenced target percentage		41%

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	3	4	-
	Science achievement	-	-	-
	Achievement total	5	8	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	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		5.1	7.6	-
Percentage of possible points		67%		-
2025 Annual criterion-referenced target percentage		67%

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	490.0	486.3	-3.7	493.3	226	0	Recovery Path: Declined
Lowest Performing	465.3	466.8	1.5	470.4	23	2	Path Forward: Improved Below Target
High Needs	489.2	485.4	-3.8	491.5	209	0	Recovery Path: Declined
English Learners and Former English Learners	486.3	482.8	-3.5	489.3	137	0	Recovery Path: Declined
Low Income	489.2	485.9	-3.3	491.7	189	0	Recovery Path: Declined
Students with Disabilities	475.6	476.5	0.9	478.2	59	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	488.8	485.2	-3.6	492.4	200	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	10	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	505.6	504.3	-1.3	508.1	225	0	Path Forward: Declined
Lowest Performing	478.8	486.0	7.2	483.9	23	4	Path Forward: Exceeded Target
High Needs	505.0	503.2	-1.8	507.7	208	3	Path Forward: Met Target
English Learners and Former English Learners	502.4	502.9	0.5	505.9	137	3	Path Forward: Met Target
Low Income	505.6	504.2	-1.4	508.4	188	3	Path Forward: Met Target
Students with Disabilities	487.0	492.3	5.3	490.4	59	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	504.7	503.7	-1.0	507.3	199	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	10	-	-

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	44.5	104	2	Typical Growth - Low
Lowest Performing	47.0	23	2	Typical Growth - Low
High Needs	44.4	96	2	Typical Growth - Low
English Learners and Former English Learners	43.5	60	2	Typical Growth - Low
Low Income	44.1	86	2	Typical Growth - Low
Students with Disabilities	37.3	22	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	0	-	-
Black or African American	-	4	-	-
Hispanic or Latino	43.3	93	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	5	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.1	103	2	Typical Growth - Low
Lowest Performing	49.0	23	2	Typical Growth - Low
High Needs	44.7	95	2	Typical Growth - Low
English Learners and Former English Learners	50.0	60	3	Typical Growth - High
Low Income	45.3	85	2	Typical Growth - Low
Students with Disabilities	58.4	22	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	0	-	-
Black or African American	-	4	-	-
Hispanic or Latino	44.4	92	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	5	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	61.7	59.5	-2.2	67.1	242	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	61.7	59.5	-2.2	67.1	242	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	26.6	25.6	-1.0	25.1	449	3	Met Target
Lowest Performing	26.9	30.4	3.5	22.3	23	0	Declined
High Needs	27.0	26.4	-0.6	24.6	425	2	Improved Below Target
English Learners and Former English Learners	25.3	24.7	-0.6	21.8	308	2	Improved Below Target
Low Income	26.6	27.5	0.9	23.4	385	0	Declined
Students with Disabilities	30.2	31.3	1.1	26.6	115	0	Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	27	-	-
Hispanic or Latino	26.6	25.7	-0.9	22.4	397	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	18	-	-

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	233	233	100	Yes	1	234	233	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	216	216	217	216	0	0	433	432	100	Yes	1
English Learners and Former English Learners	143	143	143	143	0	0	286	286	100	Yes	1
Low Income	196	196	197	196	0	0	393	392	100	Yes	1
Students with Disabilities	62	62	62	62	0	0	124	124	100	Yes	1
American Indian or Alaska Native	2	2	2	2	0	0	4	-	-	-	-
Asian	2	2	2	2	0	0	4	-	-	-	-
Black or African American	12	12	13	13	0	0	25	-	-	-	-
Hispanic or Latino	206	206	206	205	0	0	412	411	100	Yes	1
Multi-Race, Not Hispanic or Latino	1	1	1	1	0	0	2	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	10	10	10	10	0	0	20	-	-	-	-

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