Massachusetts School and District Profiles

Benjamin Swan Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Benjamin Swan Elementary

Organization Information

DISTRICT NAME
Springfield (02810000)

TITLE I STATUS
Title I School

SCHOOL
Benjamin Swan Elementary (02810085)

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
69% - Substantial progress toward targets	12

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	40%	89%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	69%
	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	3	4	-	4	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		7.9	9.6	-	7.2	7.6	-
Percentage of possible points		82%		-	95%		-
2026 Annual criterion-referenced target percentage		89%

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	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		0.8	9.6	-	5.4	7.6	-
Percentage of possible points		8%		-	71%		-
2025 Annual criterion-referenced target percentage		40%

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	9%	82%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	52%
	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	4	4	-
	Mathematics achievement	2	4	-
	Science achievement	4	4	-
	Achievement total	10	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		8.4	10.3	-
Percentage of possible points		82%		-
2026 Annual criterion-referenced target percentage		82%

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	0	4	-
	Achievement total	0	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		0.9	10.3	-
Percentage of possible points		9%		-
2025 Annual criterion-referenced target percentage		9%

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	479.6	481.7	2.1	481.3	189	3	Recovery Path: Met Target
Lowest Performing	455.1	470.0	14.9	462.4	24	4	Recovery Path: Exceeded Target
High Needs	479.2	481.3	2.1	480.6	180	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	472.2	475.7	3.5	473.9	60	4	Recovery Path: Exceeded Target
Low Income	479.1	481.1	2.0	480.4	178	4	Recovery Path: Exceeded Target
Students with Disabilities	475.5	478.8	3.3	478.8	43	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	478.6	478.9	0.3	481.9	35	2	Path Forward: Improved Below Target
Hispanic or Latino	479.1	482.1	3.0	480.5	138	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	4	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	476.8	478.9	2.1	479.3	186	3	Path Forward: Met Target
Lowest Performing	456.8	470.8	14.0	460.5	24	4	Recovery Path: Exceeded Target
High Needs	476.4	478.5	2.1	479.1	177	2	Path Forward: Improved Below Target
English Learners and Former English Learners	474.6	475.5	0.9	478.1	58	2	Path Forward: Improved Below Target
Low Income	476.4	478.4	2.0	479.2	175	2	Path Forward: Improved Below Target
Students with Disabilities	475.7	477.5	1.8	479.1	41	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	476.0	481.6	5.6	479.3	35	4	Path Forward: Exceeded Target
Hispanic or Latino	476.6	478.4	1.8	479.2	135	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	4	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	476.6	482.1	5.5	478.6	66	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	12	-	-
High Needs	475.2	482.0	6.8	479.0	62	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	475.2	481.7	6.5	479.2	61	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	475.6	482.8	7.2	477.6	50	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.0	130	3	Typical Growth - High
Lowest Performing	63.7	24	4	Exceeded Typical Growth
High Needs	52.5	124	3	Typical Growth - High
English Learners and Former English Learners	52.9	40	3	Typical Growth - High
Low Income	52.7	123	3	Typical Growth - High
Students with Disabilities	56.8	34	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	43.6	24	2	Typical Growth - Low
Hispanic or Latino	56.2	94	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	2	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.6	127	3	Typical Growth - High
Lowest Performing	62.9	24	4	Exceeded Typical Growth
High Needs	55.6	121	3	Typical Growth - High
English Learners and Former English Learners	56.2	37	3	Typical Growth - High
Low Income	55.7	120	3	Typical Growth - High
Students with Disabilities	52.6	33	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	58.7	23	3	Typical Growth - High
Hispanic or Latino	56.1	92	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	2	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	40.3	52.9	12.6	45.7	68	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	40.3	52.9	12.6	45.7	68	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	37.3	35.4	-1.9	35.8	339	3	Met Target
Lowest Performing	32.1	45.8	13.7	27.5	24	0	Declined
High Needs	38.4	36.5	-1.9	36.0	323	3	Met Target
English Learners and Former English Learners	30.7	32.7	2.0	27.2	98	0	Declined
Low Income	38.4	36.9	-1.5	35.2	314	2	Improved Below Target
Students with Disabilities	41.8	39.5	-2.3	38.2	81	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	25.0	19.2	-5.8	21.4	73	4	Exceeded Target
Hispanic or Latino	41.7	42.4	0.7	37.5	236	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	9	-	-

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	203	203	100	Yes	1	201	201	100	Yes	1	72	72	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	194	194	191	191	68	68	453	453	100	Yes	1
English Learners and Former English Learners	64	64	62	62	26	26	152	152	100	Yes	1
Low Income	192	192	189	189	67	67	448	448	100	Yes	1
Students with Disabilities	44	44	42	42	17	17	103	103	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	1	1	1	1	1	1	3	-	-	-	-
Black or African American	41	41	41	41	16	16	98	98	100	Yes	1
Hispanic or Latino	144	144	142	142	52	52	338	338	100	Yes	1
Multi-Race, Not Hispanic or Latino	11	11	11	11	2	2	24	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	6	6	6	6	1	1	13	-	-	-	-

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