Massachusetts School and District Profiles

Springfield Preparatory Charter School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Springfield Preparatory Charter School

Organization Information

DISTRICT NAME
Springfield Preparatory Charter School (District) (35100000)

TITLE I STATUS
Title I School

SCHOOL
Springfield Preparatory Charter School (35100205)

GRADES SERVED
K,01,02,03,04,05,06,07,08

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
52% - Substantial progress toward targets	78

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	57%	48%
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		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	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	1	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	0	4	10.0
Weighted total		4.1	9.6	-	4.1	7.6	-
Percentage of possible points		43%		-	54%		-
2026 Annual criterion-referenced target percentage		48%

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	-	3	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	7	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	3	4	10.0
Weighted total		4.3	9.6	-	5.3	7.6	-
Percentage of possible points		45%		-	70%		-
2025 Annual criterion-referenced target percentage		57%

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	55%	46%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	50%
	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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	5	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		4.7	10.3	-
Percentage of possible points		46%		-
2026 Annual criterion-referenced target percentage		46%

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	3	4	-
	Mathematics achievement	0	4	-
	Science achievement	3	4	-
	Achievement total	6	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		5.7	10.3	-
Percentage of possible points		55%		-
2025 Annual criterion-referenced target percentage		55%

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	499.0	499.7	0.7	503.3	314	2	Recovery Path: Improved Below Target
Lowest Performing	474.2	478.6	4.4	482.5	60	2	Recovery Path: Improved Below Target
High Needs	496.1	497.2	1.1	500.4	255	3	Recovery Path: Met Target
English Learners and Former English Learners	497.7	496.1	-1.6	501.8	73	3	Recovery Path: Met Target
Low Income	496.3	497.4	1.1	500.7	235	3	Recovery Path: Met Target
Students with Disabilities	480.7	480.9	0.2	485.5	55	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	495.2	494.2	-1.0	497.9	55	0	Recovery Path: Declined
Hispanic or Latino	499.5	499.3	-0.2	504.4	238	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	11	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	499.8	500.8	1.0	503.0	313	2	Recovery Path: Improved Below Target
Lowest Performing	474.0	480.1	6.1	480.7	60	2	Recovery Path: Improved Below Target
High Needs	497.2	497.7	0.5	500.3	254	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	498.2	499.6	1.4	500.9	73	2	Recovery Path: Improved Below Target
Low Income	497.6	498.1	0.5	500.8	234	3	Recovery Path: Met Target
Students with Disabilities	481.6	481.0	-0.6	485.0	55	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	494.6	495.1	0.5	496.6	55	3	Recovery Path: Met Target
Hispanic or Latino	500.3	500.8	0.5	503.9	237	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	11	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	501.2	498.7	-2.5	503.4	103	0	Path Forward: Declined
Lowest Performing	-	-	-	-	29	-	-
High Needs	498.6	495.4	-3.2	502.1	83	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	26	-	-
Low Income	498.8	495.7	-3.1	503.2	73	3	Path Forward: Met Target
Students with Disabilities	480.8	482.1	1.3	485.0	21	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	501.3	499.8	-1.5	505.9	80	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	4	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.5	260	3	Typical Growth - High
Lowest Performing	59.3	60	3	Typical Growth - High
High Needs	56.3	214	3	Typical Growth - High
English Learners and Former English Learners	56.9	63	3	Typical Growth - High
Low Income	56.3	195	3	Typical Growth - High
Students with Disabilities	58.6	51	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	48.7	48	2	Typical Growth - Low
Hispanic or Latino	56.0	197	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	7	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.0	260	3	Typical Growth - High
Lowest Performing	55.3	60	3	Typical Growth - High
High Needs	51.6	214	3	Typical Growth - High
English Learners and Former English Learners	58.1	63	3	Typical Growth - High
Low Income	51.3	195	3	Typical Growth - High
Students with Disabilities	50.9	51	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	54.2	48	3	Typical Growth - High
Hispanic or Latino	52.7	197	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	7	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	95.5	95.8	0.3	95.0	24	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	95.5	95.8	0.3	95.0	24	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	8.9	9.0	0.1	7.8	434	1	No Change
Lowest Performing	9.4	15.0	5.6	6.1	60	0	Declined
High Needs	9.5	10.2	0.7	7.4	364	0	Declined
English Learners and Former English Learners	2.0	3.7	1.7	1.0	107	4	Exceeded Target
Low Income	10.1	10.8	0.7	5.8	332	0	Declined
Students with Disabilities	8.5	7.2	-1.3	6.0	69	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	6.6	9.5	2.9	3.6	84	0	Declined
Hispanic or Latino	10.4	9.1	-1.3	6.2	317	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	15	-	-

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	319	317	99	Yes	1	318	316	99	Yes	1	105	104	99	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	260	258	259	257	85	84	604	599	99	Yes	1
English Learners and Former English Learners	73	73	73	73	26	26	172	172	100	Yes	1
Low Income	238	237	237	236	75	74	550	547	99	Yes	1
Students with Disabilities	57	56	57	56	21	21	135	133	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	6	6	6	6	1	1	13	-	-	-	-
Black or African American	56	55	56	55	18	18	130	128	98	Yes	1
Hispanic or Latino	241	240	240	239	81	80	562	559	99	Yes	1
Multi-Race, Not Hispanic or Latino	5	5	5	5	1	1	11	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	11	11	11	11	4	4	26	-	-	-	-

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