Massachusetts School and District Profiles

STEM Middle Academy

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - STEM Middle Academy

Organization Information

DISTRICT NAME
Springfield (02810000)

TITLE I STATUS
Title I School

SCHOOL
STEM Middle Academy (02810350)

GRADES SERVED
06,07,08

REGION
West/Central

FEDERAL DESIGNATION
Targeted Support and Improvement (TSI)

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Low student group performance: White

Progress toward improvement targets	Accountability percentile
36% - Moderate progress toward targets	5

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	40%	34%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	36%
	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	-	4	4	-
	Mathematics achievement	0	4	-	1	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	60.0	5	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	3	8	20.0	3	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	2	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0
Weighted total		1.4	9.6	-	4.1	7.6	-
Percentage of possible points		15%		-	54%		-
2026 Annual criterion-referenced target percentage		34%

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	1	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	3	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	0	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	1	4	10.0
Weighted total		0.9	9.6	-	5.3	7.6	-
Percentage of possible points		9%		-	70%		-
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	14%	8%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	10%
	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	1	4	-
	Growth total	3	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		0.8	10.3	-
Percentage of possible points		8%		-
2026 Annual criterion-referenced target percentage		8%

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	1	4	-
	Science achievement	0	4	-
	Achievement total	1	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	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		1.4	10.3	-
Percentage of possible points		14%		-
2025 Annual criterion-referenced target percentage		14%

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	479.8	479.7	-0.1	483.2	225	1	Path Forward: No Change
Lowest Performing	453.2	459.1	5.9	458.5	34	4	Recovery Path: Exceeded Target
High Needs	478.2	477.5	-0.7	481.7	196	0	Path Forward: Declined
English Learners and Former English Learners	469.1	467.1	-2.0	472.4	60	0	Recovery Path: Declined
Low Income	478.4	477.7	-0.7	479.7	188	0	Recovery Path: Declined
Students with Disabilities	466.9	463.9	-3.0	471.0	55	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Black or African American	484.4	487.0	2.6	487.7	31	2	Path Forward: Improved Below Target
Hispanic or Latino	481.2	478.5	-2.7	483.5	150	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	468.9	472.0	3.1	471.8	26	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	479.2	478.4	-0.8	481.9	225	0	Recovery Path: Declined
Lowest Performing	463.4	462.9	-0.5	468.4	34	1	Recovery Path: No Change
High Needs	478.4	476.7	-1.7	480.9	196	0	Recovery Path: Declined
English Learners and Former English Learners	479.6	473.8	-5.8	482.3	59	0	Recovery Path: Declined
Low Income	478.3	477.2	-1.1	480.7	188	0	Recovery Path: Declined
Students with Disabilities	469.8	468.5	-1.3	473.5	58	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Black or African American	478.2	480.5	2.3	480.7	31	3	Recovery Path: Met Target
Hispanic or Latino	477.6	476.9	-0.7	480.0	150	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	483.5	478.8	-4.7	487.4	26	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	478.5	477.6	-0.9	482.8	79	0	Path Forward: Declined
Lowest Performing	-	-	-	-	16	-	-
High Needs	477.7	475.3	-2.4	482.0	63	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	478.1	475.3	-2.8	482.2	59	0	Path Forward: Declined
Students with Disabilities	461.4	463.7	2.3	465.4	20	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	479.9	475.8	-4.1	483.8	59	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	6	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.2	218	2	Typical Growth - Low
Lowest Performing	44.4	34	2	Typical Growth - Low
High Needs	41.1	189	2	Typical Growth - Low
English Learners and Former English Learners	38.1	55	1	Low Growth
Low Income	40.9	182	2	Typical Growth - Low
Students with Disabilities	34.6	54	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	8	-	-
Black or African American	41.1	31	2	Typical Growth - Low
Hispanic or Latino	39.7	148	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.5	23	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	34.2	220	1	Low Growth
Lowest Performing	39.9	34	1	Low Growth
High Needs	32.7	191	1	Low Growth
English Learners and Former English Learners	27.0	56	0	Very Low Growth
Low Income	33.1	184	1	Low Growth
Students with Disabilities	34.6	57	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	9	-	-
Black or African American	35.6	31	1	Low Growth
Hispanic or Latino	35.2	148	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	23.8	24	0	Very Low Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	51.7	20.0	-31.7	56.9	25	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	51.7	20.0	-31.7	56.9	25	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	21.1	20.0	-1.1	18.9	250	2	Improved Below Target
Lowest Performing	22.5	23.5	1.0	17.6	34	0	Declined
High Needs	22.5	22.7	0.2	20.0	220	1	No Change
English Learners and Former English Learners	15.9	20.5	4.6	12.6	73	0	Declined
Low Income	23.0	23.1	0.1	20.3	212	1	No Change
Students with Disabilities	27.7	24.2	-3.5	23.4	62	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Black or African American	28.6	9.1	-19.5	25.0	33	4	Exceeded Target
Hispanic or Latino	21.8	24.1	2.3	18.0	162	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	21.1	19.4	-1.7	18.2	36	2	Improved Below 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	230	227	99	Yes	1	230	227	99	Yes	1	81	79	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	201	198	201	198	65	63	467	459	98	Yes	1
English Learners and Former English Learners	61	61	61	60	13	13	135	134	99	Yes	1
Low Income	193	190	193	190	61	59	447	439	98	Yes	1
Students with Disabilities	58	55	58	58	22	20	138	133	96	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	9	9	9	9	5	5	23	-	-	-	-
Black or African American	31	31	31	31	5	5	67	67	100	Yes	1
Hispanic or Latino	154	151	154	151	61	59	369	361	98	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	4	4	20	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	27	27	27	27	6	6	60	60	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