Massachusetts School and District Profiles

John F Kennedy

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - John F Kennedy

Organization Information

DISTRICT NAME
Somerville (02740000)

TITLE I STATUS
Non-Title I School

SCHOOL
John F Kennedy (02740083)

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
65% - Substantial progress toward targets	81

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	59%	69%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	65%
	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	4	4	-	1	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	10	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		7.5	9.6	-	4.5	7.6	-
Percentage of possible points		78%		-	59%		-
2026 Annual criterion-referenced target percentage		69%

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	-	2	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	10	12	60.0	2	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		7.9	9.6	-	2.7	7.6	-
Percentage of possible points		82%		-	36%		-
2025 Annual criterion-referenced target percentage		59%

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	26%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	17%
	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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		1.1	10.3	-
Percentage of possible points		11%		-
2026 Annual criterion-referenced target percentage		11%

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	0	4	-
	Science achievement	0	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		2.7	10.3	-
Percentage of possible points		26%		-
2025 Annual criterion-referenced target percentage		26%

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	512.4	508.6	-3.8	515.1	296	4	Recovery Path: Exceeded Target
Lowest Performing	474.4	474.3	-0.1	478.9	52	1	Recovery Path: No Change
High Needs	490.4	486.4	-4.0	493.1	113	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	31	-	-
Low Income	485.4	481.8	-3.6	488.1	71	0	Recovery Path: Declined
Students with Disabilities	487.2	482.3	-4.9	489.7	63	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	20	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	497.8	492.7	-5.1	501.2	36	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	517.5	514.6	-2.9	518.9	27	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	515.4	512.1	-3.3	518.0	200	4	Recovery Path: 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	509.2	509.9	0.7	511.5	298	3	Recovery Path: Met Target
Lowest Performing	472.0	478.1	6.1	476.7	52	4	Recovery Path: Exceeded Target
High Needs	488.0	486.4	-1.6	490.2	114	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	32	-	-
Low Income	482.3	480.5	-1.8	485.0	72	0	Recovery Path: Declined
Students with Disabilities	486.4	483.8	-2.6	489.6	64	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	21	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	494.9	493.2	-1.7	497.8	35	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	521.2	515.9	-5.3	522.7	27	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.1	513.3	2.2	513.7	202	4	Recovery Path: 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	507.7	508.2	0.5	509.9	89	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	16	-	-
High Needs	485.2	484.1	-1.1	488.7	33	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	482.8	482.1	-0.7	487.2	23	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.6	511.4	1.8	511.8	54	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.2	242	3	Typical Growth - High
Lowest Performing	48.0	52	2	Typical Growth - Low
High Needs	47.0	88	2	Typical Growth - Low
English Learners and Former English Learners	-	20	-	-
Low Income	46.3	52	2	Typical Growth - Low
Students with Disabilities	45.1	47	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	-	14	-	-
Black or African American	-	11	-	-
Hispanic or Latino	47.3	25	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	56.5	22	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.3	170	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	60.6	245	4	Exceeded Typical Growth
Lowest Performing	55.7	52	3	Typical Growth - High
High Needs	52.6	90	3	Typical Growth - High
English Learners and Former English Learners	-	22	-	-
Low Income	52.6	53	3	Typical Growth - High
Students with Disabilities	50.4	49	3	Typical Growth - High
American Indian or Alaska Native	-	0	-	-
Asian	-	15	-	-
Black or African American	-	11	-	-
Hispanic or Latino	59.4	25	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	65.0	22	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	60.8	172	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	48.0	46.2	-1.8	53.2	26	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
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	11.6	13.7	2.1	10.5	409	0	Declined
Lowest Performing	11.5	34.6	23.1	8.2	52	0	Declined
High Needs	25.7	30.2	4.5	23.6	162	0	Declined
English Learners and Former English Learners	-	-	-	-	46	-	-
Low Income	31.6	37.5	5.9	27.3	104	0	Declined
Students with Disabilities	24.7	31.1	6.4	22.2	90	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	36	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	24.5	20.8	-3.7	20.3	48	3	Met Target
Multi-Race, Not Hispanic or Latino	6.3	0.0	-6.3	5.2	44	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.1	13.4	3.3	8.9	262	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	307	300	98	Yes	1	307	303	99	Yes	1	93	91	98	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	120	115	120	116	35	34	275	265	96	Yes	1
English Learners and Former English Learners	33	32	33	33	10	10	76	75	99	Yes	1
Low Income	77	72	77	73	24	23	178	168	95	Yes	2
Students with Disabilities	65	63	65	64	19	18	149	145	97	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	21	20	21	21	11	11	53	52	98	Yes	1
Black or African American	13	12	13	12	4	3	30	-	-	-	-
Hispanic or Latino	37	36	37	35	9	9	83	80	96	Yes	1
Multi-Race, Not Hispanic or Latino	28	28	28	28	11	11	67	67	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	207	203	207	206	57	56	471	465	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