Massachusetts School and District Profiles

Belmonte STEAM Academy

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Belmonte STEAM Academy

Organization Information

DISTRICT NAME
Saugus (02620000)

TITLE I STATUS
Title I School

SCHOOL
Belmonte STEAM Academy (02620060)

GRADES SERVED
02,03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
39% - Moderate progress toward targets	36

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	42%	36%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	39%
	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	1	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	60.0	4	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	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		2.1	9.6	-	3.8	7.6	-
Percentage of possible points		22%		-	50%		-
2026 Annual criterion-referenced target percentage		36%

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	0	4	-	2	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	3	12	60.0	4	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	4	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		3.3	9.6	-	3.8	7.6	-
Percentage of possible points		34%		-	50%		-
2025 Annual criterion-referenced target percentage		42%

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	24%	19%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	21%
	Limited or no 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	0	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		2.0	10.3	-
Percentage of possible points		19%		-
2026 Annual criterion-referenced target percentage		19%

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	2	4	-
	Achievement total	2	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		2.5	10.3	-
Percentage of possible points		24%		-
2025 Annual criterion-referenced target percentage		24%

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	490.0	489.9	-0.1	492.3	581	1	Path Forward: No Change
Lowest Performing	466.9	470.3	3.4	472.0	82	2	Path Forward: Improved Below Target
High Needs	484.2	483.8	-0.4	487.1	365	1	Path Forward: No Change
English Learners and Former English Learners	479.3	481.1	1.8	481.8	142	2	Path Forward: Improved Below Target
Low Income	484.8	484.4	-0.4	487.2	267	1	Path Forward: No Change
Students with Disabilities	476.9	473.9	-3.0	480.2	135	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	499.7	498.3	-1.4	502.8	41	0	Path Forward: Declined
Black or African American	480.8	480.9	0.1	484.1	39	2	Path Forward: Improved Below Target
Hispanic or Latino	484.4	485.6	1.2	486.9	190	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	490.0	495.3	5.3	492.3	24	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	493.6	492.3	-1.3	496.0	286	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	494.1	492.7	-1.4	496.6	579	0	Path Forward: Declined
Lowest Performing	468.7	473.1	4.4	473.8	82	2	Path Forward: Improved Below Target
High Needs	488.3	486.6	-1.7	491.0	363	0	Path Forward: Declined
English Learners and Former English Learners	487.7	485.7	-2.0	491.2	141	0	Path Forward: Declined
Low Income	489.2	487.4	-1.8	492.0	265	0	Path Forward: Declined
Students with Disabilities	477.2	475.6	-1.6	480.6	135	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	509.0	505.1	-3.9	513.0	40	0	Path Forward: Declined
Black or African American	483.2	485.0	1.8	486.5	39	2	Path Forward: Improved Below Target
Hispanic or Latino	488.8	487.9	-0.9	491.4	191	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	490.7	494.7	4.0	493.2	24	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	497.3	495.1	-2.2	500.1	284	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	492.3	489.2	-3.1	495.9	185	0	Path Forward: Declined
Lowest Performing	-	-	-	-	45	-	-
High Needs	486.3	482.8	-3.5	490.1	119	0	Path Forward: Declined
English Learners and Former English Learners	477.0	478.4	1.4	481.1	34	2	Path Forward: Improved Below Target
Low Income	487.7	484.8	-2.9	491.7	91	0	Path Forward: Declined
Students with Disabilities	481.3	471.2	-10.1	485.1	42	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	486.0	487.6	1.6	489.6	62	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	496.7	491.7	-5.0	500.4	88	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.6	358	2	Typical Growth - Low
Lowest Performing	44.9	82	2	Typical Growth - Low
High Needs	45.7	222	2	Typical Growth - Low
English Learners and Former English Learners	51.2	76	3	Typical Growth - High
Low Income	47.3	162	2	Typical Growth - Low
Students with Disabilities	37.1	75	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	54.7	24	3	Typical Growth - High
Black or African American	37.4	27	1	Low Growth
Hispanic or Latino	47.1	113	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	46.7	181	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.1	363	2	Typical Growth - Low
Lowest Performing	44.8	82	2	Typical Growth - Low
High Needs	45.2	226	2	Typical Growth - Low
English Learners and Former English Learners	48.9	79	2	Typical Growth - Low
Low Income	45.9	166	2	Typical Growth - Low
Students with Disabilities	40.5	75	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	56.8	24	3	Typical Growth - High
Black or African American	42.2	28	2	Typical Growth - Low
Hispanic or Latino	45.4	116	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	47.9	182	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	86.8	86.5	-0.3	89.0	133	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	86.8	86.5	-0.3	89.0	133	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	20.0	16.2	-3.8	18.5	850	4	Exceeded Target
Lowest Performing	18.2	17.1	-1.1	13.6	82	2	Improved Below Target
High Needs	24.8	21.0	-3.8	22.4	552	4	Exceeded Target
English Learners and Former English Learners	27.2	18.5	-8.7	23.7	233	4	Exceeded Target
Low Income	27.4	23.2	-4.2	24.2	422	4	Exceeded Target
Students with Disabilities	20.0	17.5	-2.5	16.4	189	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	5.3	6.7	1.4	2.0	60	0	Declined
Black or African American	18.5	10.0	-8.5	14.9	60	4	Exceeded Target
Hispanic or Latino	25.7	19.1	-6.6	21.5	288	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	14.7	21.2	6.5	13.2	33	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	18.8	16.3	-2.5	17.0	405	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	610	609	100	Yes	1	609	607	100	Yes	1	192	191	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	390	389	388	386	124	124	902	899	100	Yes	1
English Learners and Former English Learners	154	154	152	152	37	37	343	343	100	Yes	1
Low Income	290	289	288	286	96	96	674	671	100	Yes	1
Students with Disabilities	143	143	143	143	43	43	329	329	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	43	43	42	42	10	10	95	95	100	Yes	1
Black or African American	44	44	45	45	18	18	107	107	100	Yes	1
Hispanic or Latino	200	199	199	199	65	65	464	463	100	Yes	1
Multi-Race, Not Hispanic or Latino	27	27	27	27	8	8	62	62	100	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	294	294	294	292	90	89	678	675	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