Massachusetts School and District Profiles

Lt Clayre Sullivan Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Lt Clayre Sullivan Middle School

Organization Information

DISTRICT NAME
Holyoke (01370000)

TITLE I STATUS
Title I School

SCHOOL
Lt Clayre Sullivan Middle School (01370055)

GRADES SERVED
06,07,08

REGION
Strategic Transformation

FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Low student group performance: Students with Disabilities -Low Income -Hispanic or Latino -English Learners and Former English Learners -High Needs

Progress toward improvement targets	Accountability percentile
54% - Substantial progress toward targets	1

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	71%	42%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	54%
	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	-	4	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	2	4	10.0
Weighted total		1.4	9.6	-	5.2	7.6	-
Percentage of possible points		15%		-	68%		-
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	4	4	-	4	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	7	12	60.0	8	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	2	4	10.0
Weighted total		5.5	9.6	-	6.5	7.6	-
Percentage of possible points		57%		-	86%		-
2025 Annual criterion-referenced target percentage		71%

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	59%	18%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	35%
	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	1	4	-
	Science achievement	0	4	-
	Achievement total	1	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		1.9	10.3	-
Percentage of possible points		18%		-
2026 Annual criterion-referenced target percentage		18%

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	4	4	-
	Mathematics achievement	1	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		6.1	10.3	-
Percentage of possible points		59%		-
2025 Annual criterion-referenced target percentage		59%

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	471.3	469.3	-2.0	474.8	389	0	Recovery Path: Declined
Lowest Performing	446.1	453.1	7.0	451.2	52	4	Path Forward: Exceeded Target
High Needs	468.5	466.7	-1.8	471.8	349	0	Recovery Path: Declined
English Learners and Former English Learners	460.9	460.9	0.0	464.6	107	1	Recovery Path: No Change
Low Income	468.9	466.6	-2.3	472.2	329	0	Recovery Path: Declined
Students with Disabilities	456.1	458.6	2.5	459.1	108	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	468.1	474.8	6.7	471.4	21	4	Path Forward: Exceeded Target
Hispanic or Latino	469.7	467.3	-2.4	472.9	328	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.4	487.3	-0.1	490.9	29	1	Path Forward: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	469.9	468.9	-1.0	473.3	384	0	Recovery Path: Declined
Lowest Performing	453.4	457.8	4.4	458.5	52	2	Path Forward: Improved Below Target
High Needs	467.8	467.3	-0.5	470.7	345	1	Recovery Path: No Change
English Learners and Former English Learners	465.0	463.2	-1.8	467.7	105	0	Recovery Path: Declined
Low Income	467.9	467.3	-0.6	470.8	325	0	Recovery Path: Declined
Students with Disabilities	460.1	461.1	1.0	462.6	107	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	467.5	471.5	4.0	471.0	21	3	Path Forward: Met Target
Hispanic or Latino	468.4	467.5	-0.9	471.4	324	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	482.2	482.4	0.2	485.9	28	2	Path Forward: 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	470.9	467.5	-3.4	475.2	132	0	Path Forward: Declined
Lowest Performing	-	-	-	-	26	-	-
High Needs	468.1	466.3	-1.8	472.4	119	0	Path Forward: Declined
English Learners and Former English Learners	466.4	464.5	-1.9	470.6	34	0	Path Forward: Declined
Low Income	467.9	466.6	-1.3	472.0	113	0	Path Forward: Declined
Students with Disabilities	459.5	458.1	-1.4	463.5	36	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	468.2	466.4	-1.8	472.1	108	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	11	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.3	360	2	Typical Growth - Low
Lowest Performing	45.5	51	2	Typical Growth - Low
High Needs	45.1	320	2	Typical Growth - Low
English Learners and Former English Learners	46.3	86	2	Typical Growth - Low
Low Income	45.2	303	2	Typical Growth - Low
Students with Disabilities	43.7	100	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	17	-	-
Hispanic or Latino	45.3	306	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.3	28	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.0	367	2	Typical Growth - Low
Lowest Performing	40.6	51	2	Typical Growth - Low
High Needs	41.5	328	2	Typical Growth - Low
English Learners and Former English Learners	40.9	94	2	Typical Growth - Low
Low Income	41.5	310	2	Typical Growth - Low
Students with Disabilities	39.8	100	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	40.2	20	2	Typical Growth - Low
Hispanic or Latino	42.1	310	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.5	27	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	12.9	17.1	4.2	18.1	70	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	12.9	17.1	4.2	18.1	70	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	41.6	39.4	-2.2	39.4	434	3	Met Target
Lowest Performing	50.8	48.1	-2.7	45.9	52	2	Improved Below Target
High Needs	44.8	42.0	-2.8	42.3	393	3	Met Target
English Learners and Former English Learners	44.4	45.5	1.1	41.1	121	0	Declined
Low Income	45.3	43.7	-1.6	42.6	371	2	Improved Below Target
Students with Disabilities	56.9	47.6	-9.3	52.6	124	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	50.0	37.0	-13.0	46.4	27	4	Exceeded Target
Hispanic or Latino	41.7	41.5	-0.2	37.9	364	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	39.6	29.0	-10.6	36.7	31	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	409	401	98	Yes	1	409	396	97	Yes	1	142	137	96	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	368	360	368	356	127	123	863	839	97	Yes	1
English Learners and Former English Learners	114	111	114	109	35	35	263	255	97	Yes	1
Low Income	348	341	348	336	121	117	817	794	97	Yes	1
Students with Disabilities	114	111	114	110	39	38	267	259	97	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	2	2	10	-	-	-	-
Black or African American	26	24	26	24	12	11	64	59	95	Yes	2
Hispanic or Latino	342	336	342	332	114	111	798	779	98	Yes	1
Multi-Race, Not Hispanic or Latino	7	7	7	7	1	1	15	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	30	30	30	29	13	12	73	71	97	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