Massachusetts School and District Profiles

Bartlett Community Partnership

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Bartlett Community Partnership

Organization Information

DISTRICT NAME
Lowell (01600000)

TITLE I STATUS
Title I School

SCHOOL
Bartlett Community Partnership (01600090)

GRADES SERVED
PK,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
70% - Substantial progress toward targets	29

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	76%	67%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	70%
	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	4	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		5.5	9.6	-	5.8	7.6	-
Percentage of possible points		57%		-	76%		-
2026 Annual criterion-referenced target percentage		67%

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	3	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	4	4	-	2	4	-
	Growth total	7	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		7.0	9.6	-	6.0	7.6	-
Percentage of possible points		73%		-	79%		-
2025 Annual criterion-referenced target percentage		76%

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	68%	43%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	53%
	Substantial 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	3	4	-
	Science achievement	0	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		4.4	10.3	-
Percentage of possible points		43%		-
2026 Annual criterion-referenced target percentage		43%

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	3	4	-
	Science achievement	3	4	-
	Achievement total	8	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		7.0	10.3	-
Percentage of possible points		68%		-
2025 Annual criterion-referenced target percentage		68%

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	481.5	481.7	0.2	484.5	282	2	Recovery Path: Improved Below Target
Lowest Performing	451.3	457.1	5.8	457.9	39	2	Recovery Path: Improved Below Target
High Needs	479.6	479.2	-0.4	483.1	253	1	Path Forward: No Change
English Learners and Former English Learners	475.4	474.7	-0.7	478.6	141	0	Recovery Path: Declined
Low Income	479.3	479.6	0.3	481.5	218	2	Recovery Path: Improved Below Target
Students with Disabilities	464.3	465.4	1.1	467.2	81	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	488.0	488.0	0.0	491.2	94	1	Path Forward: No Change
Black or African American	489.4	484.0	-5.4	492.7	30	0	Path Forward: Declined
Hispanic or Latino	475.2	476.1	0.9	478.7	113	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	470.8	480.3	9.5	474.3	33	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	482.8	486.2	3.4	485.6	282	4	Recovery Path: Exceeded Target
Lowest Performing	453.0	464.5	11.5	457.2	39	4	Recovery Path: Exceeded Target
High Needs	480.4	483.3	2.9	483.1	253	3	Recovery Path: Met Target
English Learners and Former English Learners	478.6	480.0	1.4	481.5	141	2	Recovery Path: Improved Below Target
Low Income	480.4	482.4	2.0	483.1	218	2	Recovery Path: Improved Below Target
Students with Disabilities	464.4	469.4	5.0	467.9	83	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	489.5	494.3	4.8	491.8	94	4	Recovery Path: Exceeded Target
Black or African American	488.0	487.5	-0.5	491.5	29	1	Path Forward: No Change
Hispanic or Latino	475.3	479.7	4.4	478.9	112	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	476.0	482.3	6.3	479.7	35	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	483.8	477.5	-6.3	488.1	94	0	Path Forward: Declined
Lowest Performing	-	-	-	-	15	-	-
High Needs	481.7	475.8	-5.9	486.0	86	0	Path Forward: Declined
English Learners and Former English Learners	477.5	470.5	-7.0	481.7	40	0	Path Forward: Declined
Low Income	480.8	476.0	-4.8	484.9	78	0	Path Forward: Declined
Students with Disabilities	472.0	469.5	-2.5	476.0	26	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	489.2	478.9	-10.3	494.3	29	0	Path Forward: Declined
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	477.0	473.2	-3.8	480.9	41	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	10	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.5	211	3	Typical Growth - High
Lowest Performing	50.0	39	3	Typical Growth - High
High Needs	53.7	188	3	Typical Growth - High
English Learners and Former English Learners	53.8	100	3	Typical Growth - High
Low Income	54.0	159	3	Typical Growth - High
Students with Disabilities	48.9	54	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	55.8	76	3	Typical Growth - High
Black or African American	60.3	21	4	Exceeded Typical Growth
Hispanic or Latino	53.6	83	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	49.6	21	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.5	217	3	Typical Growth - High
Lowest Performing	52.5	39	3	Typical Growth - High
High Needs	56.1	194	3	Typical Growth - High
English Learners and Former English Learners	55.4	104	3	Typical Growth - High
Low Income	54.2	165	3	Typical Growth - High
Students with Disabilities	50.8	57	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	61.1	77	4	Exceeded Typical Growth
Black or African American	60.4	23	4	Exceeded Typical Growth
Hispanic or Latino	57.9	84	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	43.8	23	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	47.9	52.5	4.6	53.3	139	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	47.9	52.5	4.6	53.3	139	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	14.9	11.9	-3.0	12.7	411	4	Exceeded Target
Lowest Performing	14.6	5.1	-9.5	9.7	39	4	Exceeded Target
High Needs	16.1	13.1	-3.0	13.6	374	3	Met Target
English Learners and Former English Learners	9.2	10.1	0.9	5.9	207	0	Declined
Low Income	17.1	13.0	-4.1	14.4	330	4	Exceeded Target
Students with Disabilities	36.7	16.3	-20.4	32.4	104	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	9.1	11.2	2.1	5.9	125	0	Declined
Black or African American	8.2	7.5	-0.7	4.6	53	3	Met Target
Hispanic or Latino	19.0	12.7	-6.3	15.2	166	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	24.5	12.8	-11.7	21.6	47	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	306	299	98	Yes	1	305	303	99	Yes	1	105	101	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	277	270	276	274	97	93	650	637	98	Yes	1
English Learners and Former English Learners	154	151	154	154	45	45	353	350	99	Yes	1
Low Income	239	232	238	236	86	84	563	552	98	Yes	1
Students with Disabilities	92	87	92	91	33	30	217	208	96	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	97	96	97	97	29	29	223	222	100	Yes	1
Black or African American	33	33	32	32	13	13	78	78	100	Yes	1
Hispanic or Latino	125	123	125	124	46	45	296	292	99	Yes	1
Multi-Race, Not Hispanic or Latino	12	12	12	12	6	4	30	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	38	34	38	37	11	10	87	81	96	Yes	2

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