Massachusetts School and District Profiles

Bowe

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Bowe

Organization Information

DISTRICT NAME
Chicopee (00610000)

TITLE I STATUS
Title I School

SCHOOL
Bowe (00610015)

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

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
52% - Substantial progress toward targets	18

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	72%	38%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	52%
	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	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	5	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	1	4	10.0
Weighted total		1.4	9.6	-	4.6	7.6	-
Percentage of possible points		15%		-	61%		-
2026 Annual criterion-referenced target percentage		38%

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	-	3	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	7	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	20.0	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	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		5.8	9.6	-	6.4	7.6	-
Percentage of possible points		60%		-	84%		-
2025 Annual criterion-referenced target percentage		72%

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	50%	23%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	34%
	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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	4	-
	Achievement total	2	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		2.4	10.3	-
Percentage of possible points		23%		-
2026 Annual criterion-referenced target percentage		23%

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	2	4	-
	Science achievement	1	4	-
	Achievement total	5	12	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	10.3	-
Percentage of possible points		50%		-
2025 Annual criterion-referenced target percentage		50%

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	485.7	484.6	-1.1	489.0	196	0	Recovery Path: Declined
Lowest Performing	463.4	466.2	2.8	468.5	30	2	Path Forward: Improved Below Target
High Needs	484.3	483.6	-0.7	487.4	176	0	Recovery Path: Declined
English Learners and Former English Learners	476.5	477.3	0.8	481.4	55	2	Recovery Path: Improved Below Target
Low Income	484.2	483.7	-0.5	487.4	169	1	Recovery Path: No Change
Students with Disabilities	466.8	471.1	4.3	470.2	31	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	484.9	483.5	-1.4	488.5	122	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.4	487.6	-2.8	493.6	44	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	485.8	484.5	-1.3	489.8	195	0	Recovery Path: Declined
Lowest Performing	461.5	467.3	5.8	467.7	30	3	Recovery Path: Met Target
High Needs	484.2	483.2	-1.0	487.7	175	0	Recovery Path: Declined
English Learners and Former English Learners	480.3	481.7	1.4	486.1	55	2	Recovery Path: Improved Below Target
Low Income	484.1	482.9	-1.2	487.9	168	0	Recovery Path: Declined
Students with Disabilities	465.0	466.6	1.6	469.4	31	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	484.0	483.1	-0.9	488.1	122	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.8	490.6	-1.2	496.1	43	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	487.1	484.8	-2.3	489.5	72	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	15	-	-
High Needs	483.5	484.6	1.1	485.8	65	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	21	-	-
Low Income	483.4	484.6	1.2	486.3	65	2	Recovery Path: Improved Below Target
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	481.5	484.2	2.7	484.5	51	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.3	132	2	Typical Growth - Low
Lowest Performing	42.8	29	2	Typical Growth - Low
High Needs	41.9	117	2	Typical Growth - Low
English Learners and Former English Learners	35.8	34	1	Low Growth
Low Income	41.6	115	2	Typical Growth - Low
Students with Disabilities	42.6	21	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	9	-	-
Hispanic or Latino	41.4	90	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.4	23	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	40.9	134	2	Typical Growth - Low
Lowest Performing	50.0	29	3	Typical Growth - High
High Needs	41.3	119	2	Typical Growth - Low
English Learners and Former English Learners	41.5	37	2	Typical Growth - Low
Low Income	41.8	117	2	Typical Growth - Low
Students with Disabilities	44.1	21	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	9	-	-
Hispanic or Latino	39.7	91	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.1	24	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	51.6	72.5	20.9	57.0	80	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	51.6	72.5	20.9	57.0	80	4	Exceeded 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	24.6	24.3	-0.3	22.4	374	2	Improved Below Target
Lowest Performing	30.0	30.0	0.0	25.1	30	1	No Change
High Needs	26.8	27.1	0.3	24.3	329	1	No Change
English Learners and Former English Learners	18.6	21.7	3.1	15.3	106	0	Declined
Low Income	27.5	28.0	0.5	24.8	318	1	No Change
Students with Disabilities	32.7	41.4	8.7	28.4	58	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	31	-	-
Hispanic or Latino	28.5	25.1	-3.4	24.7	239	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	17.6	23.2	5.6	14.7	82	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	210	210	100	Yes	1	209	209	100	Yes	1	76	76	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	190	190	189	189	69	69	448	448	100	Yes	1
English Learners and Former English Learners	61	61	61	61	22	22	144	144	100	Yes	1
Low Income	183	183	182	182	69	69	434	434	100	Yes	1
Students with Disabilities	34	34	34	34	13	13	81	81	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	1	1	9	-	-	-	-
Black or African American	17	17	17	17	5	5	39	-	-	-	-
Hispanic or Latino	129	129	129	129	52	52	310	310	100	Yes	1
Multi-Race, Not Hispanic or Latino	11	11	11	11	3	3	25	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	49	49	48	48	15	15	112	112	100	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