Massachusetts School and District Profiles

Codman Academy Charter Public School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Codman Academy Charter Public School

Organization Information

DISTRICT NAME
Codman Academy Charter Public (District) (04380000)

TITLE I STATUS
Title I School

SCHOOL
Codman Academy Charter Public School (04380505)

GRADES SERVED
PK,K,01,02,03,04,05,06,07,08,09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
41% - Moderate progress toward targets	15

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	43%	40%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	41%
	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)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	3	4	-	-	-	-	-	-	-
	Mathematics achievement	0	4	-	2	4	-	-	-	-	-	-	-
	Science achievement	2	4	-	-	-	-	-	-	-	-	-	-
	Achievement total	2	12	60.0	5	8	67.5	-	-	-	-	-	-
Growth	English language arts growth	2	4	-	2	4	-	-	-	-	-	-	-
	Mathematics growth	2	4	-	1	4	-	-	-	-	-	-	-
	Growth total	4	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	1	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		2.5	9.6	-	4.1	7.6	-	-	-	-	-	-	-
Percentage of possible points		26%		-	54%		-	-		-	-		-
Percentage of possible points by gradespan		40% Weight of non-high school results:100%						- Weight of high school results:0%
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)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-	3	4	-	-	-	-	-	-	-
	Mathematics achievement	0	4	-	2	4	-	-	-	-	-	-	-
	Science achievement	0	4	-	-	-	-	-	-	-	-	-	-
	Achievement total	3	12	60.0	5	8	67.5	-	-	-	-	-	-
Growth	English language arts growth	2	4	-	2	4	-	-	-	-	-	-	-
	Mathematics growth	1	4	-	2	4	-	-	-	-	-	-	-
	Growth total	3	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	4	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		2.8	9.6	-	4.3	7.6	-	-	-	-	-	-	-
Percentage of possible points		29%		-	57%		-	-		-	-		-
Percentage of possible points by gradespan		43% Weight of non-high school results:100%						- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		43%

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	33%	32%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	32%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (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	3	4	-	-	-	-
	Achievement total	3	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		3.3	10.3	-	-	-	-
Percentage of possible points		32%		-	-		-
Percentage of possible points by gradespan		32% Weight of non-high school results:100%			- Weight of high school results:0%
2026 Annual criterion-referenced target percentage		32%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	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	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-
Weighted total		3.4	10.3	-	-	-	-
Percentage of possible points		33%		-	-		-
Percentage of possible points by gradespan		33% Weight of non-high school results:100%			- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		33%

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	477.4	476.0	-1.4	480.7	132	0	Recovery Path: Declined
Lowest Performing	453.7	458.7	5.0	458.8	25	3	Path Forward: Met Target
High Needs	477.0	475.1	-1.9	480.0	114	0	Recovery Path: Declined
English Learners and Former English Learners	476.9	472.0	-4.9	480.6	42	0	Path Forward: Declined
Low Income	477.3	476.0	-1.3	479.6	102	0	Recovery Path: Declined
Students with Disabilities	463.4	465.1	1.7	467.5	28	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	476.6	475.6	-1.0	479.1	85	0	Recovery Path: Declined
Hispanic or Latino	477.2	473.5	-3.7	480.5	43	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	-	-	-	-	26	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	19	-	-
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	5	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	472.2	470.3	-1.9	475.4	131	0	Path Forward: Declined
Lowest Performing	451.2	455.5	4.3	456.3	25	2	Path Forward: Improved Below Target
High Needs	471.8	469.6	-2.2	475.1	113	0	Path Forward: Declined
English Learners and Former English Learners	469.0	468.5	-0.5	472.5	41	1	Path Forward: No Change
Low Income	471.8	470.2	-1.6	474.6	101	0	Path Forward: Declined
Students with Disabilities	461.9	457.1	-4.8	465.6	28	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	472.6	470.7	-1.9	476.1	84	0	Path Forward: Declined
Hispanic or Latino	470.3	467.8	-2.5	473.4	42	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	-	-	-	-	26	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	19	-	-
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	5	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	468.8	472.2	3.4	473.1	41	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	11	-	-
High Needs	467.8	471.9	4.1	472.1	34	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	467.4	473.4	6.0	471.5	29	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	468.9	472.4	3.5	473.0	32	2	Path Forward: Improved Below Target
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	-	-	-	-	25	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	18	-	-
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	18	-	-
Students with Disabilities	-	-	-	-	4	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.3	104	2	Typical Growth - Low
Lowest Performing	45.1	25	2	Typical Growth - Low
High Needs	49.8	88	2	Typical Growth - Low
English Learners and Former English Learners	48.2	35	2	Typical Growth - Low
Low Income	48.8	81	2	Typical Growth - Low
Students with Disabilities	47.4	22	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	47.4	66	2	Typical Growth - Low
Hispanic or Latino	47.9	35	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	-	-	-

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	-	23	-	-
Lowest Performing	-	-	-	-
High Needs	-	16	-	-
English Learners and Former English Learners	-	5	-	-
Low Income	-	16	-	-
Students with Disabilities	-	3	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	12	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	-	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.9	104	2	Typical Growth - Low
Lowest Performing	34.6	25	1	Low Growth
High Needs	44.3	88	2	Typical Growth - Low
English Learners and Former English Learners	47.6	34	2	Typical Growth - Low
Low Income	44.4	81	2	Typical Growth - Low
Students with Disabilities	32.5	22	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	42.5	66	2	Typical Growth - Low
Hispanic or Latino	45.6	34	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	-	-	-

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	-	24	-	-
Lowest Performing	-	-	-	-
High Needs	-	17	-	-
English Learners and Former English Learners	-	5	-	-
Low Income	-	17	-	-
Students with Disabilities	-	4	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	12	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	-	-	-

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	-	-	-	-	36	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	35	-	-
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	32	-	-
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	32	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	-	-	-	-	30	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	28	-	-
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	28	-	-
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	-	-	-	-	121	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	97	-	-
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	86	-	-
Students with Disabilities	-	-	-	-	24	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	85	-	-
Hispanic or Latino	-	-	-	-	31	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	42.3	39.3	-3.0	47.7	28	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	42.3	39.3	-3.0	47.7	28	1	No Change
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	-	-	-	-	-	-	-

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
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	28.3	24.7	-3.6	26.1	190	4	Exceeded Target
Lowest Performing	19.2	24.0	4.8	14.3	25	0	Declined
High Needs	31.5	25.9	-5.6	29.0	170	4	Exceeded Target
English Learners and Former English Learners	24.5	18.0	-6.5	21.2	61	4	Exceeded Target
Low Income	32.3	27.8	-4.5	29.6	158	4	Exceeded Target
Students with Disabilities	33.3	18.9	-14.4	29.0	37	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	21.1	18.3	-2.8	17.5	115	2	Improved Below Target
Hispanic or Latino	38.3	32.8	-5.5	34.5	67	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

Chronic absenteeism - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	121	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	96	-	-
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	-	-	-	-	91	-	-
Students with Disabilities	-	-	-	-	25	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	73	-	-
Hispanic or Latino	-	-	-	-	39	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	51	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	38	-	-
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	34	-	-
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	38	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

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	167	166	99	Yes	1	167	165	99	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	141	140	141	139	57	57	339	336	99	Yes	1
English Learners and Former English Learners	50	50	50	49	22	22	122	121	99	Yes	1
Low Income	129	128	129	127	52	52	310	307	99	Yes	1
Students with Disabilities	33	33	33	33	12	12	78	78	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	100	100	100	99	46	46	246	245	100	Yes	1
Hispanic or Latino	60	60	60	59	23	23	143	142	99	Yes	1
Multi-Race, Not Hispanic or Latino	7	6	7	7	3	3	17	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-	-	-	-	-

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