Massachusetts School and District Profiles

Mary A. Dryden Veterans Memorial School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Mary A. Dryden Veterans Memorial School

Organization Information

DISTRICT NAME
Springfield (02810000)

TITLE I STATUS
Title I School

SCHOOL
Mary A. Dryden Veterans Memorial School (02810125)

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

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
47% - Moderate progress toward targets	48

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	58%	40%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	47%
	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	0	4	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	4	4	-	-	-	-
	Achievement total	4	12	60.0	-	-	-
Growth	English language arts growth	3	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	5	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	-	-	-
Weighted total		3.8	9.6	-	-	-	-
Percentage of possible points		40%		-	-		-
2026 Annual criterion-referenced target percentage		40%

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	-	4	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	5	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	3	4	10.0
Weighted total		4.0	9.6	-	5.7	7.6	-
Percentage of possible points		42%		-	75%		-
2025 Annual criterion-referenced target percentage		58%

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	42%	38%
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		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	4	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		3.9	10.3	-
Percentage of possible points		38%		-
2026 Annual criterion-referenced target percentage		38%

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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		4.3	10.3	-
Percentage of possible points		42%		-
2025 Annual criterion-referenced target percentage		42%

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	493.9	492.2	-1.7	496.2	109	0	Path Forward: Declined
Lowest Performing	-	-	-	-	17	-	-
High Needs	490.7	490.0	-0.7	493.6	92	0	Path Forward: Declined
English Learners and Former English Learners	484.9	485.1	0.2	487.4	25	2	Path Forward: Improved Below Target
Low Income	490.6	490.3	-0.3	492.8	81	1	Recovery Path: No Change
Students with Disabilities	481.9	484.7	2.8	485.2	24	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	489.3	487.7	-1.6	491.8	63	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	14	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	496.6	491.3	-5.3	499.1	108	0	Path Forward: Declined
Lowest Performing	-	-	-	-	17	-	-
High Needs	494.3	489.7	-4.6	497.0	91	0	Path Forward: Declined
English Learners and Former English Learners	492.2	486.3	-5.9	495.5	25	0	Recovery Path: Declined
Low Income	493.0	488.8	-4.2	495.8	80	0	Path Forward: Declined
Students with Disabilities	483.9	483.7	-0.2	487.3	23	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	489.7	486.1	-3.6	492.3	63	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	14	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	492.6	497.3	4.7	496.2	34	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	9	-	-
High Needs	488.6	493.0	4.4	492.4	28	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	488.6	492.8	4.2	492.6	24	3	Path Forward: Met Target
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	7	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.5	65	3	Typical Growth - High
Lowest Performing	-	17	-	-
High Needs	54.6	53	3	Typical Growth - High
English Learners and Former English Learners	-	12	-	-
Low Income	55.1	47	3	Typical Growth - High
Students with Disabilities	-	14	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	14	-	-
Hispanic or Latino	56.1	36	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	10	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.0	64	2	Typical Growth - Low
Lowest Performing	-	17	-	-
High Needs	46.8	52	2	Typical Growth - Low
English Learners and Former English Learners	-	13	-	-
Low Income	46.8	46	2	Typical Growth - Low
Students with Disabilities	-	13	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	14	-	-
Hispanic or Latino	45.2	35	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	10	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	66.7	69.2	2.5	70.7	26	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	66.7	69.2	2.5	70.7	26	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	18.8	19.3	0.5	17.3	207	1	No Change
Lowest Performing	-	-	-	-	17	-	-
High Needs	21.2	21.5	0.3	18.8	177	1	No Change
English Learners and Former English Learners	12.5	29.2	16.7	9.0	48	0	Declined
Low Income	22.7	22.2	-0.5	19.5	153	2	Improved Below Target
Students with Disabilities	23.1	14.6	-8.5	19.5	48	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	39	-	-
Hispanic or Latino	26.0	27.7	1.7	21.8	119	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	27	-	-

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	119	119	100	Yes	1	118	118	100	Yes	1	37	37	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	102	102	101	101	31	31	234	234	100	Yes	1
English Learners and Former English Learners	32	32	32	32	11	11	75	75	100	Yes	1
Low Income	90	90	89	89	27	27	206	206	100	Yes	1
Students with Disabilities	27	27	26	26	9	9	62	62	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	8	8	8	8	2	2	18	-	-	-	-
Black or African American	21	21	20	20	8	8	49	49	100	Yes	1
Hispanic or Latino	73	73	73	73	20	20	166	166	100	Yes	1
Multi-Race, Not Hispanic or Latino	3	3	3	3	0	0	6	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	14	14	14	14	7	7	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