Massachusetts School and District Profiles

Dr W Arnone Community School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Dr W Arnone Community School

Organization Information

DISTRICT NAME
Brockton (00440000)

TITLE I STATUS
Title I School

SCHOOL
Dr W Arnone Community School (00440001)

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

REGION
Coastal

FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

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: Students with Disabilities -Low Income -Hispanic or Latino -English Learners and Former English Learners -High Needs

Progress toward improvement targets	Accountability percentile
58% - Substantial progress toward targets	2

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	61%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	58%
	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	3	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	5	12	60.0	6	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	4	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		4.4	9.6	-	5.0	7.6	-
Percentage of possible points		46%		-	66%		-
2026 Annual criterion-referenced target percentage		56%

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	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	6	12	60.0	7	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	2	8	20.0	2	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	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		4.7	9.6	-	5.5	7.6	-
Percentage of possible points		49%		-	72%		-
2025 Annual criterion-referenced target percentage		61%

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	47%	30%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	37%
	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	1	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		3.1	10.3	-
Percentage of possible points		30%		-
2026 Annual criterion-referenced target percentage		30%

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	0	4	-
	Science achievement	4	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	1	4	-
	Growth total	2	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		4.8	10.3	-
Percentage of possible points		47%		-
2025 Annual criterion-referenced target percentage		47%

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	475.1	475.4	0.3	477.8	317	2	Recovery Path: Improved Below Target
Lowest Performing	454.4	457.9	3.5	459.5	51	2	Path Forward: Improved Below Target
High Needs	474.3	474.2	-0.1	476.4	296	1	Recovery Path: No Change
English Learners and Former English Learners	468.0	469.5	1.5	472.2	160	2	Recovery Path: Improved Below Target
Low Income	474.4	474.3	-0.1	477.8	271	1	Recovery Path: No Change
Students with Disabilities	468.8	465.6	-3.2	472.9	89	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	-	-	-
Black or African American	478.2	476.8	-1.4	481.3	198	0	Recovery Path: Declined
Hispanic or Latino	467.7	470.2	2.5	470.2	90	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	-	-	-	-	12	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	470.9	473.3	2.4	473.4	318	3	Recovery Path: Met Target
Lowest Performing	448.8	457.3	8.5	453.7	51	4	Recovery Path: Exceeded Target
High Needs	470.1	472.0	1.9	472.7	297	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	467.1	469.0	1.9	470.4	161	2	Recovery Path: Improved Below Target
Low Income	470.5	472.5	2.0	473.2	272	2	Recovery Path: Improved Below Target
Students with Disabilities	462.0	462.2	0.2	465.7	89	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	-	-	-
Black or African American	471.7	473.4	1.7	474.3	199	2	Recovery Path: Improved Below Target
Hispanic or Latino	468.3	470.9	2.6	471.0	90	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	-	-	-	-	12	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	474.1	468.5	-5.6	478.4	99	0	Path Forward: Declined
Lowest Performing	-	-	-	-	31	-	-
High Needs	473.8	467.6	-6.2	478.1	92	0	Path Forward: Declined
English Learners and Former English Learners	466.3	464.2	-2.1	469.6	50	0	Recovery Path: Declined
Low Income	475.1	467.8	-7.3	479.2	85	0	Path Forward: Declined
Students with Disabilities	471.4	458.0	-13.4	475.4	25	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	476.7	471.0	-5.7	479.1	62	0	Recovery Path: Declined
Hispanic or Latino	465.2	460.2	-5.0	469.1	23	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	-	-	-	-	6	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.1	203	2	Typical Growth - Low
Lowest Performing	41.6	51	2	Typical Growth - Low
High Needs	42.8	187	2	Typical Growth - Low
English Learners and Former English Learners	42.9	100	2	Typical Growth - Low
Low Income	42.1	172	2	Typical Growth - Low
Students with Disabilities	39.4	62	1	Low Growth
American Indian or Alaska Native	-	2	-	-
Asian	-	-	-	-
Black or African American	43.1	126	2	Typical Growth - Low
Hispanic or Latino	37.6	54	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	2	-	-
White	-	10	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.4	205	2	Typical Growth - Low
Lowest Performing	43.8	51	2	Typical Growth - Low
High Needs	42.3	189	2	Typical Growth - Low
English Learners and Former English Learners	40.8	102	2	Typical Growth - Low
Low Income	42.2	174	2	Typical Growth - Low
Students with Disabilities	39.1	62	1	Low Growth
American Indian or Alaska Native	-	2	-	-
Asian	-	-	-	-
Black or African American	45.1	127	2	Typical Growth - Low
Hispanic or Latino	38.8	55	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	2	-	-
White	-	10	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	35.9	51.9	16.0	39.9	233	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	35.9	51.9	16.0	39.9	233	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	19.2	18.3	-0.9	17.0	602	2	Improved Below Target
Lowest Performing	18.5	29.4	10.9	13.6	51	0	Declined
High Needs	19.9	19.2	-0.7	17.4	568	2	Improved Below Target
English Learners and Former English Learners	18.2	15.5	-2.7	14.9	309	2	Improved Below Target
Low Income	20.4	20.2	-0.2	17.7	520	2	Improved Below Target
Students with Disabilities	18.4	22.1	3.7	14.1	154	0	Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	1	-	-
Black or African American	11.9	13.1	1.2	8.3	388	0	Declined
Hispanic or Latino	31.7	30.1	-1.6	27.9	153	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	26	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	5	-	-
White	-	-	-	-	26	-	-

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	340	339	100	Yes	1	341	341	100	Yes	1	106	106	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	318	317	319	319	98	98	735	734	100	Yes	1
English Learners and Former English Learners	176	175	176	176	56	56	408	407	100	Yes	1
Low Income	293	292	294	294	91	91	678	677	100	Yes	1
Students with Disabilities	93	93	93	93	25	25	211	211	100	Yes	1
American Indian or Alaska Native	2	2	2	2	1	1	5	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	218	217	219	219	68	68	505	504	100	Yes	1
Hispanic or Latino	93	93	93	93	24	24	210	210	100	Yes	1
Multi-Race, Not Hispanic or Latino	12	12	12	12	5	5	29	-	-	-	-
Native Hawaiian or Other Pacific Islander	3	3	3	3	2	2	8	-	-	-	-
White	12	12	12	12	6	6	30	-	-	-	-

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