Massachusetts School and District Profiles

Martin Luther King, Jr. Charter School of Excellence

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Martin Luther King, Jr. Charter School of Excellence

Organization Information

DISTRICT NAME
Martin Luther King, Jr. Charter School of Excellence (District) (04920000)

TITLE I STATUS
Title I School

SCHOOL
Martin Luther King, Jr. Charter School of Excellence (04920005)

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

REGION
West/Central

FEDERAL DESIGNATION
-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	69%	50%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	57%
	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	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	7	12	60.0	4	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		5.0	9.6	-	3.6	7.6	-
Percentage of possible points		52%		-	47%		-
2026 Annual criterion-referenced target percentage		50%

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	4	4	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	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	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		5.0	9.6	-	6.5	7.6	-
Percentage of possible points		52%		-	86%		-
2025 Annual criterion-referenced target percentage		69%

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	59%	49%
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		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	2	4	-
	Science achievement	4	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	4	4	-
	Mathematics achievement	3	4	-
	Science achievement	0	4	-
	Achievement total	7	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		6.1	10.3	-
Percentage of possible points		59%		-
2025 Annual criterion-referenced target percentage		59%

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	482.9	482.7	-0.2	485.7	167	1	Recovery Path: No Change
Lowest Performing	461.5	464.8	3.3	466.6	25	2	Path Forward: Improved Below Target
High Needs	482.6	481.8	-0.8	485.3	150	0	Recovery Path: Declined
English Learners and Former English Learners	484.9	483.0	-1.9	488.5	43	0	Recovery Path: Declined
Low Income	482.8	481.2	-1.6	485.7	136	0	Recovery Path: Declined
Students with Disabilities	467.2	467.4	0.2	470.6	40	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	3	-	-
Black or African American	483.7	481.2	-2.5	486.2	42	0	Recovery Path: Declined
Hispanic or Latino	482.0	482.8	0.8	485.4	113	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	480.0	481.1	1.1	484.7	167	2	Recovery Path: Improved Below Target
Lowest Performing	455.8	459.8	4.0	462.9	25	2	Recovery Path: Improved Below Target
High Needs	479.5	480.4	0.9	484.1	150	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	485.3	483.5	-1.8	489.4	43	0	Recovery Path: Declined
Low Income	478.8	480.2	1.4	483.5	136	2	Recovery Path: Improved Below Target
Students with Disabilities	460.1	464.5	4.4	465.9	40	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	3	-	-
Black or African American	479.0	481.9	2.9	484.0	42	2	Recovery Path: Improved Below Target
Hispanic or Latino	479.4	480.4	1.0	484.1	113	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	478.3	485.9	7.6	480.1	54	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	11	-	-
High Needs	476.2	484.5	8.3	478.3	47	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	473.9	484.1	10.2	476.3	44	4	Recovery Path: Exceeded Target
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	480.0	484.0	4.0	481.9	38	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.8	107	2	Typical Growth - Low
Lowest Performing	45.1	25	2	Typical Growth - Low
High Needs	42.2	99	2	Typical Growth - Low
English Learners and Former English Learners	48.5	28	2	Typical Growth - Low
Low Income	39.9	88	1	Low Growth
Students with Disabilities	47.0	27	2	Typical Growth - Low
American Indian or Alaska Native	-	4	-	-
Asian	-	3	-	-
Black or African American	39.4	27	1	Low Growth
Hispanic or Latino	41.9	70	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	0	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.4	107	2	Typical Growth - Low
Lowest Performing	43.4	25	2	Typical Growth - Low
High Needs	44.4	99	2	Typical Growth - Low
English Learners and Former English Learners	47.8	28	2	Typical Growth - Low
Low Income	44.6	88	2	Typical Growth - Low
Students with Disabilities	44.7	27	2	Typical Growth - Low
American Indian or Alaska Native	-	4	-	-
Asian	-	3	-	-
Black or African American	51.7	27	3	Typical Growth - High
Hispanic or Latino	43.1	70	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	0	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	72.7	63.5	-9.2	74.9	52	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	72.7	63.5	-9.2	74.9	52	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	21.8	25.0	3.2	20.3	300	0	Declined
Lowest Performing	32.0	40.0	8.0	27.4	25	0	Declined
High Needs	21.9	26.6	4.7	19.5	271	0	Declined
English Learners and Former English Learners	17.8	20.2	2.4	14.3	84	0	Declined
Low Income	22.3	27.2	4.9	19.1	250	0	Declined
Students with Disabilities	34.3	36.2	1.9	30.7	69	0	Declined
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	8	-	-
Black or African American	11.8	16.7	4.9	8.2	72	0	Declined
Hispanic or Latino	26.0	28.3	2.3	21.8	205	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	5	-	-

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	174	172	99	Yes	1	174	172	99	Yes	1	54	54	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	157	155	157	155	47	47	361	357	99	Yes	1
English Learners and Former English Learners	47	46	47	46	14	14	108	106	98	Yes	1
Low Income	143	141	143	141	44	44	330	326	99	Yes	1
Students with Disabilities	43	42	43	42	9	9	95	93	98	Yes	1
American Indian or Alaska Native	4	4	4	4	1	1	9	-	-	-	-
Asian	3	3	3	3	1	1	7	-	-	-	-
Black or African American	44	43	44	43	14	14	102	100	98	Yes	1
Hispanic or Latino	118	117	118	117	38	38	274	272	99	Yes	1
Multi-Race, Not Hispanic or Latino	4	4	4	4	0	0	8	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	1	1	1	1	0	0	2	-	-	-	-

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