Massachusetts School and District Profiles

Joseph A. Browne School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Joseph A. Browne School

Organization Information

DISTRICT NAME
Chelsea (00570000)

TITLE I STATUS
Title I School

SCHOOL
Joseph A. Browne School (00570055)

GRADES SERVED
05,06,07,08

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
59% - Substantial progress toward targets	7

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	73%	49%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	59%
	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	1	4	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		3.1	9.6	-	5.0	7.6	-
Percentage of possible points		32%		-	66%		-
2026 Annual criterion-referenced target percentage		49%

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	4	4	-	4	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	10	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		7.0	9.6	-	5.6	7.6	-
Percentage of possible points		73%		-	74%		-
2025 Annual criterion-referenced target percentage		73%

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	57%	31%
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		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	3	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		3.2	10.3	-
Percentage of possible points		31%		-
2026 Annual criterion-referenced target percentage		31%

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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	2	4	-
	Achievement total	7	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.9	10.3	-
Percentage of possible points		57%		-
2025 Annual criterion-referenced target percentage		57%

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	474.2	474.1	-0.1	477.6	463	1	Path Forward: No Change
Lowest Performing	447.3	451.4	4.1	453.4	69	2	Recovery Path: Improved Below Target
High Needs	472.4	472.4	0.0	475.9	423	1	Path Forward: No Change
English Learners and Former English Learners	466.1	468.0	1.9	468.0	317	3	Recovery Path: Met Target
Low Income	472.7	473.0	0.3	475.7	372	2	Path Forward: Improved Below Target
Students with Disabilities	457.9	459.5	1.6	460.7	75	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	481.8	481.0	-0.8	485.1	23	0	Path Forward: Declined
Hispanic or Latino	473.3	473.4	0.1	476.6	420	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	15	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	475.5	476.7	1.2	478.7	463	2	Path Forward: Improved Below Target
Lowest Performing	454.2	462.1	7.9	459.3	69	4	Path Forward: Exceeded Target
High Needs	474.2	475.1	0.9	477.5	423	2	Path Forward: Improved Below Target
English Learners and Former English Learners	470.4	472.2	1.8	473.9	316	2	Path Forward: Improved Below Target
Low Income	474.0	475.9	1.9	476.8	372	2	Path Forward: Improved Below Target
Students with Disabilities	462.7	463.6	0.9	466.4	74	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	481.2	481.5	0.3	484.7	23	2	Path Forward: Improved Below Target
Hispanic or Latino	474.8	476.1	1.3	477.9	420	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	15	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	479.2	476.8	-2.4	483.5	225	0	Path Forward: Declined
Lowest Performing	-	-	-	-	38	-	-
High Needs	477.6	475.2	-2.4	481.9	201	0	Path Forward: Declined
English Learners and Former English Learners	472.6	473.1	0.5	476.8	160	2	Path Forward: Improved Below Target
Low Income	477.4	475.9	-1.5	481.5	181	0	Path Forward: Declined
Students with Disabilities	464.6	462.2	-2.4	468.6	39	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	478.2	476.1	-2.1	482.1	203	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	7	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.0	415	3	Typical Growth - High
Lowest Performing	46.2	69	2	Typical Growth - Low
High Needs	51.7	375	3	Typical Growth - High
English Learners and Former English Learners	50.7	270	3	Typical Growth - High
Low Income	51.9	326	3	Typical Growth - High
Students with Disabilities	44.6	71	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	52.5	22	3	Typical Growth - High
Hispanic or Latino	51.8	373	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	15	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.7	430	2	Typical Growth - Low
Lowest Performing	46.2	69	2	Typical Growth - Low
High Needs	46.7	390	2	Typical Growth - Low
English Learners and Former English Learners	44.0	284	2	Typical Growth - Low
Low Income	47.8	341	2	Typical Growth - Low
Students with Disabilities	38.2	71	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	56.6	22	3	Typical Growth - High
Hispanic or Latino	48.2	388	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	15	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	20.1	26.0	5.9	25.3	196	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	20.1	26.0	5.9	25.3	196	3	Met 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	15.9	22.5	6.6	13.7	515	0	Declined
Lowest Performing	16.7	27.5	10.8	11.8	69	0	Declined
High Needs	17.0	23.9	6.9	14.5	472	0	Declined
English Learners and Former English Learners	15.7	23.1	7.4	12.4	355	0	Declined
Low Income	17.0	25.2	8.2	14.3	417	0	Declined
Students with Disabilities	17.4	27.5	10.1	13.1	80	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	13.3	19.2	5.9	9.7	26	0	Declined
Hispanic or Latino	16.4	23.1	6.7	12.6	464	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	20	-	-

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	493	490	99	Yes	1	491	489	100	Yes	1	237	236	100	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	453	450	451	449	213	212	1,117	1,111	99	Yes	1
English Learners and Former English Learners	338	336	336	334	168	167	842	837	99	Yes	1
Low Income	399	396	397	395	191	190	987	981	99	Yes	1
Students with Disabilities	81	80	81	79	42	41	204	200	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	3	3	11	-	-	-	-
Black or African American	24	24	24	24	11	11	59	59	100	Yes	1
Hispanic or Latino	445	442	443	441	215	214	1,103	1,097	99	Yes	1
Multi-Race, Not Hispanic or Latino	1	1	1	1	1	1	3	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	19	19	19	19	7	7	45	-	-	-	-

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