Massachusetts School and District Profiles

Birchland Park

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Birchland Park

Organization Information

DISTRICT NAME
East Longmeadow (00870000)

TITLE I STATUS
Title I School

SCHOOL
Birchland Park (00870305)

GRADES SERVED
06,07,08

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
46% - Moderate progress toward targets	70

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	52%	42%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	46%
	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	0	4	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	67.5	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		3.1	10.3	-	4.1	7.6	-
Percentage of possible points		30%		-	54%		-
2026 Annual criterion-referenced target percentage		42%

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	-	2	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	5	12	67.5	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		5.1	10.3	-	4.1	7.6	-
Percentage of possible points		50%		-	54%		-
2025 Annual criterion-referenced target percentage		52%

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	18%	40%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	31%
	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	2	4	-
	Science achievement	2	4	-
	Achievement total	4	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		4.1	10.3	-
Percentage of possible points		40%		-
2026 Annual criterion-referenced target percentage		40%

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	0	4	-
	Achievement total	0	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		1.8	10.3	-
Percentage of possible points		18%		-
2025 Annual criterion-referenced target percentage		18%

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	498.7	496.6	-2.1	502.8	586	0	Recovery Path: Declined
Lowest Performing	469.7	472.1	2.4	474.0	86	2	Recovery Path: Improved Below Target
High Needs	484.6	484.0	-0.6	487.4	231	0	Path Forward: Declined
English Learners and Former English Learners	487.3	494.5	7.2	489.8	20	4	Recovery Path: Exceeded Target
Low Income	488.0	489.5	1.5	489.8	145	3	Recovery Path: Met Target
Students with Disabilities	475.0	472.5	-2.5	477.1	129	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	503.2	509.3	6.1	505.8	35	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	490.8	489.7	-1.1	492.7	78	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	498.2	504.2	6.0	500.2	21	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	500.3	496.5	-3.8	502.5	430	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	499.4	500.6	1.2	501.2	584	2	Recovery Path: Improved Below Target
Lowest Performing	475.8	478.9	3.1	480.9	86	2	Path Forward: Improved Below Target
High Needs	488.5	489.8	1.3	491.1	228	2	Path Forward: Improved Below Target
English Learners and Former English Learners	498.9	505.8	6.9	502.5	20	4	Path Forward: Exceeded Target
Low Income	490.6	493.5	2.9	492.2	144	4	Recovery Path: Exceeded Target
Students with Disabilities	481.2	481.2	0.0	484.5	127	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	508.7	519.2	10.5	512.4	35	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	490.8	491.2	0.4	494.0	78	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	498.8	499.6	0.8	500.9	21	2	Path Forward: Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	500.7	501.0	0.3	502.4	428	2	Recovery Path: 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	498.3	497.3	-1.0	501.0	196	0	Path Forward: Declined
Lowest Performing	-	-	-	-	48	-	-
High Needs	485.4	486.4	1.0	488.8	76	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	485.2	490.3	5.1	488.6	51	4	Path Forward: Exceeded Target
Students with Disabilities	476.7	476.1	-0.6	481.2	41	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	489.9	490.5	0.6	495.0	23	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	501.0	496.9	-4.1	504.0	146	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.3	571	3	Typical Growth - High
Lowest Performing	51.6	85	3	Typical Growth - High
High Needs	50.3	222	3	Typical Growth - High
English Learners and Former English Learners	63.4	20	4	Exceeded Typical Growth
Low Income	49.6	140	2	Typical Growth - Low
Students with Disabilities	48.0	122	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	59.4	34	3	Typical Growth - High
Black or African American	-	20	-	-
Hispanic or Latino	55.4	75	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	63.5	21	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	52.0	419	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.0	572	3	Typical Growth - High
Lowest Performing	58.0	85	3	Typical Growth - High
High Needs	53.2	222	3	Typical Growth - High
English Learners and Former English Learners	67.3	20	4	Exceeded Typical Growth
Low Income	52.3	142	3	Typical Growth - High
Students with Disabilities	51.8	121	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	70.0	34	4	Exceeded Typical Growth
Black or African American	-	20	-	-
Hispanic or Latino	54.9	76	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	53.9	21	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	53.7	419	3	Typical Growth - High

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	4.8	5.9	1.1	3.5	598	4	Exceeded Target
Lowest Performing	3.3	10.5	7.2	1.0	86	0	Declined
High Needs	9.8	10.4	0.6	7.2	240	0	Declined
English Learners and Former English Learners	0.0	17.4	17.4	1.0	23	0	Declined
Low Income	10.9	13.7	2.8	7.2	153	0	Declined
Students with Disabilities	10.1	11.5	1.4	6.8	130	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	0.0	0.0	0.0	1.0	37	4	Exceeded Target
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	8.5	13.3	4.8	4.8	83	0	Declined
Multi-Race, Not Hispanic or Latino	8.8	9.5	0.7	7.5	21	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	4.4	4.6	0.2	3.0	434	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	592	591	100	Yes	1	590	589	100	Yes	1	198	198	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	236	236	234	233	78	78	548	547	100	Yes	1
English Learners and Former English Learners	21	21	21	21	7	7	49	49	100	Yes	1
Low Income	149	149	149	148	53	53	351	350	100	Yes	1
Students with Disabilities	130	130	128	128	41	41	299	299	100	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	37	37	37	37	15	15	89	89	100	Yes	1
Black or African American	21	21	21	21	2	2	44	44	100	Yes	1
Hispanic or Latino	80	80	80	80	24	24	184	184	100	Yes	1
Multi-Race, Not Hispanic or Latino	21	21	21	21	9	9	51	51	100	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	431	430	429	428	146	146	1,006	1,004	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