Massachusetts School and District Profiles

PROMISE College and Career Academy

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - PROMISE College and Career Academy

Organization Information

DISTRICT NAME
Brockton (00440000)

TITLE I STATUS
Title I School

SCHOOL
PROMISE College and Career Academy (00440525)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

School of Recognition

Progress toward improvement targets	Accountability percentile
59% - Substantial progress toward targets	66

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	21%	84%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	59%
	Substantial progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		All Students (High school grades)			Lowest Performing Students (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	4	4	-	4	4	-
	Science achievement	3	4	-	2	4	-
	Achievement total	11	12	47.5	10	12	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	22.5	7	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	4	4	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	4	8	10.0	0	4	10.0
Weighted total		8.0	9.1	-	8.3	10.3	-
Percentage of possible points		88%		-	81%		-
2026 Annual criterion-referenced target percentage		84%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (High school grades)			Lowest Performing Students (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	0	4	-	-	-	-
	Achievement total	0	12	47.5	-	-	-
Growth	English language arts growth	4	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	6	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	0	4	20.0	-	-	-
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		1.8	8.7	-	-	-	-
Percentage of possible points		21%		-	-		-
2025 Annual criterion-referenced target percentage		21%

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	21%	77%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	55%
	Substantial progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-
	Mathematics achievement	4	4	-
	Science achievement	2	4	-
	Achievement total	9	12	47.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	4	-
	Growth total	7	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	4	4	-
	High school completion total	4	4	20.0
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		6.7	8.7	-
Percentage of possible points		77%		-
2026 Annual criterion-referenced target percentage		77%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (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	47.5
Growth	English language arts growth	4	4	-
	Mathematics growth	2	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	0	4	-
	High school completion total	0	4	20.0
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		1.8	8.7	-
Percentage of possible points		21%		-
2025 Annual criterion-referenced target percentage		21%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	500.4	505.8	5.4	502.5	43	4	Path Forward: Exceeded Target
Lowest Performing	486.5	493.0	6.5	491.6	20	4	Path Forward: Exceeded Target
High Needs	498.2	502.0	3.8	501.5	30	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	498.7	501.8	3.1	501.5	28	3	Path Forward: Met Target
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	504.5	499.3	-5.2	509.1	25	0	Path Forward: Declined
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	7	-	-

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	485.2	492.0	6.8	488.0	43	4	Path Forward: Exceeded Target
Lowest Performing	469.6	479.7	10.1	474.7	20	4	Path Forward: Exceeded Target
High Needs	483.7	488.8	5.1	487.8	30	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	482.9	488.6	5.7	486.9	28	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	487.1	489.0	1.9	491.8	25	2	Path Forward: Improved Below Target
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	7	-	-

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	481.4	483.9	2.5	483.4	43	3	Path Forward: Met Target
Lowest Performing	466.6	467.2	0.6	471.3	20	2	Path Forward: Improved Below Target
High Needs	479.3	480.9	1.6	482.1	30	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	478.9	480.5	1.6	481.7	28	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	483.7	481.7	-2.0	486.7	25	0	Path Forward: Declined
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	7	-	-

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	76.8	42	4	Exceeded Typical Growth
Lowest Performing	79.0	20	4	Exceeded Typical Growth
High Needs	78.8	29	4	Exceeded Typical Growth
English Learners and Former English Learners	-	12	-	-
Low Income	78.0	27	4	Exceeded Typical Growth
Students with Disabilities	-	9	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	75.5	24	4	Exceeded Typical Growth
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	7	-	-

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.4	43	3	Typical Growth - High
Lowest Performing	59.5	20	3	Typical Growth - High
High Needs	58.2	30	3	Typical Growth - High
English Learners and Former English Learners	-	13	-	-
Low Income	58.3	28	3	Typical Growth - High
Students with Disabilities	-	9	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	59.2	25	3	Typical Growth - High
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	7	-	-

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 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	-	-	-	-	-	-	-

Extended engagement rate - High school
Group	2023 Rate (%)	2024 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	-	-	-	-	-	-	-

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	2.1	0.0	-2.1	1.8	138	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	2.5	0.0	-2.5	2.2	103	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	22	-	-
Low Income	2.9	0.0	-2.9	2.6	88	4	Exceeded Target
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	0.0	0.0	0.0	1.0	83	4	Exceeded Target
Hispanic or Latino	-	-	-	-	31	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	16	-	-

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 - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	13.3	14.9	1.6	11.0	174	0	Declined
Lowest Performing	19.0	25.0	6.0	13.2	20	0	Declined
High Needs	14.6	17.2	2.6	10.8	134	0	Declined
English Learners and Former English Learners	-	-	-	-	66	-	-
Low Income	14.3	18.0	3.7	9.2	122	0	Declined
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	1	-	-
Black or African American	7.5	10.7	3.2	4.4	103	3	Met Target
Hispanic or Latino	-	-	-	-	40	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	22	-	-

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	46.7	100.0	53.3	50.8	83	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	61	-	-
English Learners and Former English Learners	-	-	-	-	25	-	-
Low Income	-	-	-	-	53	-	-
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	49	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	8	-	-

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	43	43	100	Yes	1	43	43	100	Yes	1	43	43	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	30	30	30	30	30	30	90	90	100	Yes	1
English Learners and Former English Learners	13	13	13	13	13	13	39	-	-	-	-
Low Income	28	28	28	28	28	28	84	84	100	Yes	1
Students with Disabilities	9	9	9	9	9	9	27	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	25	25	25	25	25	25	75	75	100	Yes	1
Hispanic or Latino	9	9	9	9	9	9	27	-	-	-	-
Multi-Race, Not Hispanic or Latino	2	2	2	2	2	2	6	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	7	7	7	7	7	7	21	-	-	-	-

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