Massachusetts School and District Profiles

Henry Lord Community School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Henry Lord Community School

Organization Information

DISTRICT NAME
Fall River (00950000)

TITLE I STATUS
Title I School

SCHOOL
Henry Lord Community School (00950017)

GRADES SERVED
K,01,02,03,04,05,06,07,08

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	15

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	41%	57%
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	2	4	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	3	4	10.0
Weighted total		4.0	9.6	-	5.5	7.6	-
Percentage of possible points		42%		-	72%		-
2026 Annual criterion-referenced target percentage		57%

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	1	4	-	3	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	60.0	5	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	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		2.0	9.6	-	4.7	7.6	-
Percentage of possible points		21%		-	62%		-
2025 Annual criterion-referenced target percentage		41%

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	21%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	32%
	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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	4	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		4.0	10.3	-
Percentage of possible points		39%		-
2026 Annual criterion-referenced target percentage		39%

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	1	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	1	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		2.2	10.3	-
Percentage of possible points		21%		-
2025 Annual criterion-referenced target percentage		21%

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	479.4	480.3	0.9	481.8	495	2	Recovery Path: Improved Below Target
Lowest Performing	457.7	462.2	4.5	464.0	69	2	Recovery Path: Improved Below Target
High Needs	478.4	479.3	0.9	480.5	459	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	474.8	476.0	1.2	477.2	211	2	Recovery Path: Improved Below Target
Low Income	479.0	479.2	0.2	481.2	431	2	Recovery Path: Improved Below Target
Students with Disabilities	468.9	472.2	3.3	471.5	111	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Black or African American	478.5	480.5	2.0	481.1	70	2	Recovery Path: Improved Below Target
Hispanic or Latino	475.9	478.0	2.1	478.4	194	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	482.4	479.4	-3.0	486.8	60	0	Recovery Path: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	482.2	483.3	1.1	485.7	161	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	479.9	481.4	1.5	483.1	490	2	Path Forward: Improved Below Target
Lowest Performing	459.0	465.5	6.5	464.4	69	4	Recovery Path: Exceeded Target
High Needs	479.2	480.5	1.3	482.5	454	2	Path Forward: Improved Below Target
English Learners and Former English Learners	477.5	479.9	2.4	481.0	211	2	Path Forward: Improved Below Target
Low Income	479.5	480.5	1.0	482.3	426	2	Path Forward: Improved Below Target
Students with Disabilities	469.3	473.3	4.0	473.0	111	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Black or African American	472.4	479.4	7.0	474.4	70	4	Recovery Path: Exceeded Target
Hispanic or Latino	478.4	480.6	2.2	481.5	194	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	485.8	480.0	-5.8	487.8	57	0	Recovery Path: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	482.0	483.7	1.7	483.9	159	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	475.9	472.4	-3.5	480.2	149	0	Path Forward: Declined
Lowest Performing	-	-	-	-	29	-	-
High Needs	474.8	471.4	-3.4	479.1	135	0	Path Forward: Declined
English Learners and Former English Learners	469.9	467.0	-2.9	474.1	64	0	Path Forward: Declined
Low Income	475.0	471.6	-3.4	479.1	128	0	Path Forward: Declined
Students with Disabilities	467.7	471.4	3.7	471.7	29	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	465.3	478.3	13.0	469.4	23	4	Path Forward: Exceeded Target
Hispanic or Latino	474.0	469.4	-4.6	477.9	58	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	480.2	471.6	-8.6	485.1	43	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.6	365	3	Typical Growth - High
Lowest Performing	52.6	69	3	Typical Growth - High
High Needs	52.9	336	3	Typical Growth - High
English Learners and Former English Learners	54.7	158	3	Typical Growth - High
Low Income	52.2	317	3	Typical Growth - High
Students with Disabilities	55.0	71	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	7	-	-
Black or African American	51.3	49	3	Typical Growth - High
Hispanic or Latino	52.1	144	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	47.4	43	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.6	121	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.2	367	2	Typical Growth - Low
Lowest Performing	48.0	69	2	Typical Growth - Low
High Needs	48.9	338	2	Typical Growth - Low
English Learners and Former English Learners	47.3	163	2	Typical Growth - Low
Low Income	48.3	318	2	Typical Growth - Low
Students with Disabilities	50.8	71	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	7	-	-
Black or African American	46.6	51	2	Typical Growth - Low
Hispanic or Latino	49.0	146	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	40.5	40	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.7	122	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	45.1	59.5	14.4	50.5	210	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	45.1	59.5	14.4	50.5	210	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	16.0	14.9	-1.1	13.8	765	2	Improved Below Target
Lowest Performing	19.3	14.5	-4.8	14.4	69	3	Met Target
High Needs	16.7	15.2	-1.5	14.2	717	2	Improved Below Target
English Learners and Former English Learners	14.2	9.0	-5.2	10.9	311	4	Exceeded Target
Low Income	17.2	15.2	-2.0	14.5	677	2	Improved Below Target
Students with Disabilities	23.4	21.2	-2.2	19.1	198	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	16	-	-
Black or African American	9.9	9.7	-0.2	6.3	134	2	Improved Below Target
Hispanic or Latino	18.5	12.2	-6.3	14.7	295	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	20.3	19.2	-1.1	18.1	73	2	Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	14.3	18.0	3.7	11.4	245	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	532	530	100	Yes	1	530	529	100	Yes	1	159	158	99	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	493	491	491	490	144	143	1,128	1,124	100	Yes	1
English Learners and Former English Learners	223	222	225	225	66	66	514	513	100	Yes	1
Low Income	465	463	463	462	137	136	1,065	1,061	100	Yes	1
Students with Disabilities	117	116	117	116	32	31	266	263	99	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	12	12	12	12	2	2	26	-	-	-	-
Black or African American	81	81	83	83	25	25	189	189	100	Yes	1
Hispanic or Latino	208	207	209	209	61	61	478	477	100	Yes	1
Multi-Race, Not Hispanic or Latino	61	61	58	58	23	23	142	142	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	167	166	165	164	46	45	378	375	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