Massachusetts School and District Profiles

Elizabeth Carter Brooks

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Elizabeth Carter Brooks

Organization Information

DISTRICT NAME
New Bedford (02010000)

TITLE I STATUS
Title I School

SCHOOL
Elizabeth Carter Brooks (02010015)

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

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
26% - Moderate progress toward targets	43

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	32%	22%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	26%
	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)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	1	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	2	12	60.0	1	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	4	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		2.4	9.6	-	1.4	7.6	-
Percentage of possible points		25%		-	18%		-
2026 Annual criterion-referenced target percentage		22%

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	-	1	4	-
	Mathematics achievement	0	4	-	1	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	2	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		2.8	9.6	-	2.7	7.6	-
Percentage of possible points		29%		-	36%		-
2025 Annual criterion-referenced target percentage		32%

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	26%	9%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	16%
	Limited or no 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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		0.9	10.3	-
Percentage of possible points		9%		-
2026 Annual criterion-referenced target percentage		9%

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	0	4	-
	Achievement total	2	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		2.7	10.3	-
Percentage of possible points		26%		-
2025 Annual criterion-referenced target percentage		26%

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	497.2	495.4	-1.8	499.7	134	0	Recovery Path: Declined
Lowest Performing	471.6	471.4	-0.2	476.7	22	1	Path Forward: No Change
High Needs	494.4	491.1	-3.3	497.2	105	0	Recovery Path: Declined
English Learners and Former English Learners	490.8	485.9	-4.9	494.2	31	0	Recovery Path: Declined
Low Income	495.2	492.2	-3.0	498.0	92	0	Recovery Path: Declined
Students with Disabilities	480.3	480.9	0.6	482.7	37	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	490.5	490.6	0.1	494.4	44	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.9	498.4	-2.5	503.3	62	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	497.4	494.3	-3.1	499.9	134	0	Path Forward: Declined
Lowest Performing	473.3	469.0	-4.3	478.1	22	0	Recovery Path: Declined
High Needs	493.5	489.4	-4.1	496.2	105	0	Path Forward: Declined
English Learners and Former English Learners	491.1	488.2	-2.9	493.2	31	0	Recovery Path: Declined
Low Income	493.6	490.2	-3.4	496.4	92	0	Path Forward: Declined
Students with Disabilities	482.7	480.2	-2.5	486.1	37	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	490.3	490.0	-0.3	493.4	44	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.0	498.1	-3.9	504.8	62	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	488.5	488.7	0.2	490.6	48	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	13	-	-
High Needs	487.5	484.5	-3.0	489.7	34	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	488.0	484.1	-3.9	492.0	30	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	24	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	35.3	96	1	Low Growth
Lowest Performing	38.2	22	1	Low Growth
High Needs	34.4	76	1	Low Growth
English Learners and Former English Learners	35.9	20	1	Low Growth
Low Income	33.8	65	1	Low Growth
Students with Disabilities	34.4	27	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	14	-	-
Hispanic or Latino	34.3	31	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	38.0	45	1	Low Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	31.7	96	1	Low Growth
Lowest Performing	31.1	22	1	Low Growth
High Needs	30.7	76	1	Low Growth
English Learners and Former English Learners	27.9	20	0	Very Low Growth
Low Income	31.4	65	1	Low Growth
Students with Disabilities	23.1	27	0	Very Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	14	-	-
Hispanic or Latino	33.7	31	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	31.2	45	1	Low Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	72.4	83.9	11.5	74.6	31	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	72.4	83.9	11.5	74.6	31	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	10.6	6.1	-4.5	9.1	228	4	Exceeded Target
Lowest Performing	8.7	4.5	-4.2	4.1	22	3	Met Target
High Needs	11.9	7.0	-4.9	9.5	186	4	Exceeded Target
English Learners and Former English Learners	2.1	4.0	1.9	1.0	50	4	Exceeded Target
Low Income	12.4	7.7	-4.7	9.2	169	4	Exceeded Target
Students with Disabilities	13.0	9.1	-3.9	9.4	55	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	35	-	-
Hispanic or Latino	16.4	10.7	-5.7	12.2	75	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	25	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.2	2.2	-4.0	4.4	92	4	Exceeded Target

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	138	138	100	Yes	1	140	140	100	Yes	1	51	51	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	109	109	111	111	37	37	257	257	100	Yes	1
English Learners and Former English Learners	34	34	34	34	8	8	76	76	100	Yes	1
Low Income	96	96	98	98	33	33	227	227	100	Yes	1
Students with Disabilities	37	37	38	38	15	15	90	90	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	1	1	1	1	1	1	3	-	-	-	-
Black or African American	20	20	20	20	4	4	44	44	100	Yes	1
Hispanic or Latino	45	45	47	47	15	15	107	107	100	Yes	1
Multi-Race, Not Hispanic or Latino	10	10	10	10	7	7	27	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	62	62	62	62	24	24	148	148	100	Yes	1

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