Massachusetts School and District Profiles

Edward P. Boland School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Edward P. Boland School

Organization Information

DISTRICT NAME
Springfield (02810000)

TITLE I STATUS
Title I School

SCHOOL
Edward P. Boland School (02810010)

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

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
53% - Substantial progress toward targets	41

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	54%	53%
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		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	2	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	5	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	0	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		3.8	9.6	-	5.0	7.6	-
Percentage of possible points		40%		-	66%		-
2026 Annual criterion-referenced target percentage		53%

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	1	4	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	3	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		3.7	9.6	-	5.2	7.6	-
Percentage of possible points		39%		-	68%		-
2025 Annual criterion-referenced target percentage		54%

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	43%	49%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	46%
	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	1	4	-
	Mathematics achievement	2	4	-
	Science achievement	3	4	-
	Achievement total	6	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.0	10.3	-
Percentage of possible points		49%		-
2026 Annual criterion-referenced target percentage		49%

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	2	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%		-
2025 Annual criterion-referenced target percentage		43%

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	490.7	490.2	-0.5	494.1	202	1	Path Forward: No Change
Lowest Performing	466.4	467.3	0.9	471.5	22	2	Path Forward: Improved Below Target
High Needs	489.9	489.4	-0.5	493.4	193	1	Path Forward: No Change
English Learners and Former English Learners	490.1	489.3	-0.8	493.8	67	0	Path Forward: Declined
Low Income	490.1	489.3	-0.8	493.1	184	0	Path Forward: Declined
Students with Disabilities	478.4	479.3	0.9	482.5	85	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	483.7	489.7	6.0	487.0	26	4	Path Forward: Exceeded Target
Hispanic or Latino	491.4	490.7	-0.7	494.7	153	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	13	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	488.9	490.0	1.1	492.1	200	2	Path Forward: Improved Below Target
Lowest Performing	456.6	464.1	7.5	460.5	22	4	Recovery Path: Exceeded Target
High Needs	488.0	489.0	1.0	491.3	191	2	Path Forward: Improved Below Target
English Learners and Former English Learners	488.6	492.1	3.5	492.1	66	3	Path Forward: Met Target
Low Income	488.2	488.9	0.7	491.0	182	2	Path Forward: Improved Below Target
Students with Disabilities	476.9	479.0	2.1	480.6	85	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	481.6	490.1	8.5	485.1	25	4	Path Forward: Exceeded Target
Hispanic or Latino	489.0	489.5	0.5	492.1	152	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	13	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	496.3	497.9	1.6	500.6	71	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	9	-	-
High Needs	494.5	496.0	1.5	498.8	67	3	Path Forward: Met Target
English Learners and Former English Learners	492.6	495.0	2.4	496.8	26	3	Path Forward: Met Target
Low Income	494.7	496.6	1.9	498.8	64	3	Path Forward: Met Target
Students with Disabilities	479.5	485.8	6.3	483.5	32	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	496.7	497.3	0.6	500.6	49	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	9	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.0	111	2	Typical Growth - Low
Lowest Performing	40.6	22	2	Typical Growth - Low
High Needs	47.3	105	2	Typical Growth - Low
English Learners and Former English Learners	58.5	36	3	Typical Growth - High
Low Income	47.3	102	2	Typical Growth - Low
Students with Disabilities	37.4	38	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	14	-	-
Hispanic or Latino	49.5	87	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	0	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	6	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.5	111	2	Typical Growth - Low
Lowest Performing	49.9	22	2	Typical Growth - Low
High Needs	47.0	105	2	Typical Growth - Low
English Learners and Former English Learners	54.5	37	3	Typical Growth - High
Low Income	47.8	102	2	Typical Growth - Low
Students with Disabilities	42.2	38	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	14	-	-
Hispanic or Latino	45.9	86	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	0	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	7	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	73.6	66.2	-7.4	79.0	77	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	73.6	66.2	-7.4	79.0	77	0	Declined
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	23.4	25.8	2.4	21.2	388	0	Declined
Lowest Performing	25.9	36.4	10.5	21.0	22	0	Declined
High Needs	24.2	26.8	2.6	21.7	373	0	Declined
English Learners and Former English Learners	17.2	17.4	0.2	13.9	132	1	No Change
Low Income	24.1	27.3	3.2	21.4	359	0	Declined
Students with Disabilities	29.9	32.5	2.6	25.6	166	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	18.6	32.6	14.0	15.0	46	0	Declined
Hispanic or Latino	23.9	26.2	2.3	20.1	298	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	23	-	-

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	214	213	100	Yes	1	214	211	99	Yes	1	77	76	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	205	204	205	202	73	72	483	478	99	Yes	1
English Learners and Former English Learners	70	70	70	69	28	27	168	166	99	Yes	1
Low Income	196	195	196	193	70	69	462	457	99	Yes	1
Students with Disabilities	92	91	92	91	35	35	219	217	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	6	6	6	6	2	2	14	-	-	-	-
Black or African American	27	27	27	26	11	11	65	64	98	Yes	1
Hispanic or Latino	164	163	164	162	55	54	383	379	99	Yes	1
Multi-Race, Not Hispanic or Latino	4	4	4	4	0	0	8	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	13	13	13	13	9	9	35	-	-	-	-

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