Massachusetts School and District Profiles

Morningside Community School

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2026

Accountability Report

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2026 Official Accountability Report - Morningside Community School

Organization Information

DISTRICT NAME
Pittsfield (02360000)

TITLE I STATUS
Title I School

SCHOOL
Morningside Community School (02360055)

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

REGION
West/Central

FEDERAL DESIGNATION
Targeted Support and Improvement (TSI)

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: White

Progress toward improvement targets	Accountability percentile
43% - Moderate progress toward targets	5

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	51%	37%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	43%
	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	-	2	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	3	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	1	4	10.0
Weighted total		1.1	9.6	-	4.8	7.6	-
Percentage of possible points		12%		-	63%		-
2026 Annual criterion-referenced target percentage		37%

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	-	-	-	-
	Mathematics achievement	4	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	60.0	-	-	-
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	4	8	20.0	-	-	-
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	2	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	-	-	-
Weighted total		4.9	9.6	-	-	-	-
Percentage of possible points		51%		-	-		-
2025 Annual criterion-referenced target percentage		51%

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	48%	11%
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		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	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		1.1	10.3	-
Percentage of possible points		11%		-
2026 Annual criterion-referenced target percentage		11%

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	4	4	-
	Science achievement	0	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	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		4.9	10.3	-
Percentage of possible points		48%		-
2025 Annual criterion-referenced target percentage		48%

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	483.3	480.8	-2.5	485.9	168	0	Recovery Path: Declined
Lowest Performing	459.6	461.0	1.4	464.7	22	2	Path Forward: Improved Below Target
High Needs	481.8	479.2	-2.6	484.4	153	0	Recovery Path: Declined
English Learners and Former English Learners	470.9	472.0	1.1	474.6	54	2	Path Forward: Improved Below Target
Low Income	481.9	479.7	-2.2	484.5	137	0	Recovery Path: Declined
Students with Disabilities	474.4	473.3	-1.1	477.1	46	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	484.6	485.1	0.5	487.9	41	2	Path Forward: Improved Below Target
Hispanic or Latino	479.6	476.6	-3.0	482.8	65	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	486.7	481.6	-5.1	490.2	45	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	480.9	479.0	-1.9	483.5	168	0	Recovery Path: Declined
Lowest Performing	460.0	465.9	5.9	464.0	22	4	Recovery Path: Exceeded Target
High Needs	479.9	478.4	-1.5	482.4	153	0	Recovery Path: Declined
English Learners and Former English Learners	474.8	474.7	-0.1	478.3	54	1	Path Forward: No Change
Low Income	479.9	479.4	-0.5	482.4	137	1	Recovery Path: No Change
Students with Disabilities	473.9	471.3	-2.6	477.6	46	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	482.3	479.4	-2.9	485.8	41	0	Path Forward: Declined
Hispanic or Latino	477.8	478.1	0.3	480.8	65	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	483.9	479.8	-4.1	487.5	45	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	479.4	477.9	-1.5	483.7	50	0	Path Forward: Declined
Lowest Performing	-	-	-	-	12	-	-
High Needs	478.5	476.9	-1.6	482.8	47	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	476.9	477.1	0.2	479.4	44	2	Recovery Path: Improved Below Target
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	-	-	-	-	25	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	11	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.3	98	2	Typical Growth - Low
Lowest Performing	37.9	22	1	Low Growth
High Needs	42.5	90	2	Typical Growth - Low
English Learners and Former English Learners	46.4	31	2	Typical Growth - Low
Low Income	43.7	81	2	Typical Growth - Low
Students with Disabilities	33.0	25	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	40.4	23	2	Typical Growth - Low
Hispanic or Latino	40.9	38	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.7	26	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.6	102	2	Typical Growth - Low
Lowest Performing	47.6	22	2	Typical Growth - Low
High Needs	44.4	94	2	Typical Growth - Low
English Learners and Former English Learners	46.6	34	2	Typical Growth - Low
Low Income	46.5	85	2	Typical Growth - Low
Students with Disabilities	39.4	25	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	41.3	24	2	Typical Growth - Low
Hispanic or Latino	45.0	41	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	38.8	26	1	Low Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	52.8	52.1	-0.7	56.8	73	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	52.8	52.1	-0.7	56.8	73	1	No Change
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	33.8	32.3	-1.5	31.6	291	2	Improved Below Target
Lowest Performing	27.3	27.3	0.0	22.4	22	1	No Change
High Needs	35.1	33.2	-1.9	32.6	262	2	Improved Below Target
English Learners and Former English Learners	35.3	22.7	-12.6	32.0	88	4	Exceeded Target
Low Income	35.6	33.3	-2.3	32.9	240	3	Met Target
Students with Disabilities	36.2	38.9	2.7	31.9	72	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	19.0	29.0	10.0	15.4	62	0	Declined
Hispanic or Latino	40.8	31.9	-8.9	37.0	116	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	30	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	40.7	38.3	-2.4	37.8	81	3	Met 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	187	187	100	Yes	1	187	187	100	Yes	1	56	56	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	170	170	170	170	52	52	392	392	100	Yes	1
English Learners and Former English Learners	62	62	62	62	20	20	144	144	100	Yes	1
Low Income	151	151	151	151	49	49	351	351	100	Yes	1
Students with Disabilities	52	52	52	52	20	20	124	124	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	47	47	47	47	13	13	107	107	100	Yes	1
Hispanic or Latino	71	71	71	71	26	26	168	168	100	Yes	1
Multi-Race, Not Hispanic or Latino	18	18	18	18	4	4	40	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	51	51	51	51	13	13	115	115	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