Massachusetts School and District Profiles

James B Congdon

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - James B Congdon

Organization Information

DISTRICT NAME
New Bedford (02010000)

TITLE I STATUS
Title I School

SCHOOL
James B Congdon (02010040)

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

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
63% - Substantial progress toward targets	65

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	64%	63%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	63%
	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	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	4	4	-	-	-	-
	Achievement total	6	12	60.0	-	-	-
Growth	English language arts growth	4	4	-	-	-	-
	Mathematics growth	4	4	-	-	-	-
	Growth total	8	8	20.0	-	-	-
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	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-
Weighted total		6.0	9.6	-	-	-	-
Percentage of possible points		63%		-	-		-
2026 Annual criterion-referenced target percentage		63%

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	2	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		5.4	9.6	-	5.4	7.6	-
Percentage of possible points		56%		-	71%		-
2025 Annual criterion-referenced target percentage		64%

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%	61%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	57%
	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	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	4	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	4	4	-
	Growth total	8	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		6.3	10.3	-
Percentage of possible points		61%		-
2026 Annual criterion-referenced target percentage		61%

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	0	4	-
	Achievement total	5	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	4	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	489.1	491.8	2.7	493.9	137	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	18	-	-
High Needs	488.2	489.1	0.9	493.2	116	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	482.2	483.3	1.1	488.5	51	2	Recovery Path: Improved Below Target
Low Income	488.6	489.2	0.6	493.6	111	2	Recovery Path: Improved Below Target
Students with Disabilities	468.7	479.0	10.3	472.7	29	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	-	-	-
Black or African American	490.7	496.0	5.3	492.9	24	4	Path Forward: Exceeded Target
Hispanic or Latino	485.8	484.6	-1.2	492.1	49	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.1	495.0	2.9	496.0	54	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	499.6	498.1	-1.5	504.3	134	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	18	-	-
High Needs	499.1	496.0	-3.1	503.8	113	0	Recovery Path: Declined
English Learners and Former English Learners	496.7	494.6	-2.1	503.2	51	0	Recovery Path: Declined
Low Income	499.4	495.7	-3.7	504.1	108	3	Recovery Path: Met Target
Students with Disabilities	490.5	493.9	3.4	495.7	28	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	-	-	-
Black or African American	501.5	500.5	-1.0	504.5	24	3	Path Forward: Met Target
Hispanic or Latino	498.1	497.7	-0.4	504.4	48	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.9	497.2	-2.7	504.1	52	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	492.7	501.4	8.7	497.7	49	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	9	-	-
High Needs	489.6	498.6	9.0	494.8	37	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	488.8	498.6	9.8	494.1	35	4	Recovery Path: Exceeded Target
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	19	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	66.7	84	4	Exceeded Typical Growth
Lowest Performing	-	18	-	-
High Needs	66.1	69	4	Exceeded Typical Growth
English Learners and Former English Learners	65.9	30	4	Exceeded Typical Growth
Low Income	66.1	65	4	Exceeded Typical Growth
Students with Disabilities	73.4	21	4	Exceeded Typical Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	15	-	-
Hispanic or Latino	60.1	29	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	66.4	32	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	67.1	84	4	Exceeded Typical Growth
Lowest Performing	-	18	-	-
High Needs	66.0	68	4	Exceeded Typical Growth
English Learners and Former English Learners	65.1	30	4	Exceeded Typical Growth
Low Income	65.4	64	4	Exceeded Typical Growth
Students with Disabilities	70.1	20	4	Exceeded Typical Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	15	-	-
Hispanic or Latino	66.9	29	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	68.8	32	4	Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	52.5	74.2	21.7	54.7	62	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	52.5	74.2	21.7	54.7	62	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	9.7	5.7	-4.0	8.6	265	4	Exceeded Target
Lowest Performing	-	-	-	-	18	-	-
High Needs	10.0	6.4	-3.6	7.9	235	4	Exceeded Target
English Learners and Former English Learners	7.1	4.7	-2.4	4.1	107	3	Met Target
Low Income	10.0	6.7	-3.3	5.7	223	2	Improved Below Target
Students with Disabilities	15.8	12.5	-3.3	13.3	40	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	-	-	-
Black or African American	8.8	4.8	-4.0	5.8	62	4	Exceeded Target
Hispanic or Latino	12.4	9.2	-3.2	8.2	98	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.9	3.6	-3.3	5.7	84	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	151	151	100	Yes	1	150	147	98	Yes	1	54	54	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	130	130	129	126	42	42	301	298	99	Yes	1
English Learners and Former English Learners	63	63	63	63	17	17	143	143	100	Yes	1
Low Income	125	125	124	121	40	40	289	286	99	Yes	1
Students with Disabilities	30	30	30	29	12	12	72	71	99	Yes	1
American Indian or Alaska Native	2	2	2	2	0	0	4	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	31	31	31	31	14	14	76	76	100	Yes	1
Hispanic or Latino	54	54	54	53	15	15	123	122	99	Yes	1
Multi-Race, Not Hispanic or Latino	9	9	9	9	6	6	24	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	55	55	54	52	19	19	128	126	98	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