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Edward P. Boland School
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2025 Official Accountability Report - Edward P. Boland School
Organization Information
DISTRICT NAME
Springfield (02810000)		TITLE I STATUS
Title I School
SCHOOL
Edward P. Boland School (02810010)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
65% - Substantial progress toward targets44

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage83%54%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		65%
Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-24-
Mathematics achievement24-44-
Science achievement04----
Achievement total31260.06867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6820.05822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total3410.0---
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total3.79.6-5.27.6-
Percentage of possible points 39%-68%-
2025 Annual criterion-referenced target percentage54%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-44-
Mathematics achievement34-44-
Science achievement44----
Achievement total91260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-24-
Growth total6820.05822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total2410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total7.29.6-6.97.6-
Percentage of possible points 75%-91%-
2024 Annual criterion-referenced target percentage83%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
69

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage67%43%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		52%
Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement24-
Science achievement04-
Achievement total41267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total4.410.3-
Percentage of possible points 43%-
2025 Annual criterion-referenced target percentage43%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement24-
Science achievement44-
Achievement total81267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.910.3-
Percentage of possible points 67%-
2024 Annual criterion-referenced target percentage67%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 490.7 490.7 0.0 494.1 2081Path Forward: No Change
Lowest Performing 468.2 471.7 3.5 473.3 232Path Forward: Improved Below Target
High Needs 489.6 489.9 0.3 493.1 2012Path Forward: Improved Below Target
English Learners and Former English Learners 491.4 490.1 -1.3 495.1 710Path Forward: Declined
Low Income 489.8 490.1 0.3 492.8 1922Path Forward: Improved Below Target
Students with Disabilities 480.8 478.4 -2.4 484.9 840Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 5--
Black or African American 487.2 483.7 -3.5 490.5 250Path Forward: Declined
Hispanic or Latino 491.3 491.4 0.1 494.6 1642Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White---- 11--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 487.2 488.9 1.7 490.4 2082Path Forward: Improved Below Target
Lowest Performing 459.0 469.8 10.8 462.9 234Recovery Path: Exceeded Target
High Needs 485.9 488.0 2.1 489.2 2012Path Forward: Improved Below Target
English Learners and Former English Learners 487.9 488.6 0.7 491.4 712Path Forward: Improved Below Target
Low Income 485.7 488.2 2.5 488.5 1923Path Forward: Met Target
Students with Disabilities 474.9 476.9 2.0 478.6 842Path Forward: Improved Below Target
American Indian or Alaska Native-------
Asian---- 5--
Black or African American 478.7 481.6 2.9 482.2 252Path Forward: Improved Below Target
Hispanic or Latino 488.3 489.0 0.7 491.4 1642Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White---- 11--

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 499.9 496.3 -3.6 504.2 640Path Forward: Declined
Lowest Performing---- 10--
High Needs 497.3 494.5 -2.8 501.6 620Path Forward: Declined
English Learners and Former English Learners---- 22--
Low Income 497.0 494.7 -2.3 501.1 583Path Forward: Met Target
Students with Disabilities 488.9 479.5 -9.4 492.9 220Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 5--
Hispanic or Latino 501.0 496.7 -4.3 504.9 533Path Forward: Met Target
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White---- 3--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 54.1 1213Typical Growth - High
Lowest Performing 45.0 222Typical Growth - Low
High Needs 54.0 1173Typical Growth - High
English Learners and Former English Learners 54.7 473Typical Growth - High
Low Income 53.8 1133Typical Growth - High
Students with Disabilities 40.3 422Typical Growth - Low
American Indian or Alaska Native----
Asian- 1--
Black or African American- 13--
Hispanic or Latino 56.1 983Typical Growth - High
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White- 6--

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 56.1 1233Typical Growth - High
Lowest Performing 51.2 223Typical Growth - High
High Needs 55.8 1193Typical Growth - High
English Learners and Former English Learners 54.7 493Typical Growth - High
Low Income 56.6 1143Typical Growth - High
Students with Disabilities 46.3 432Typical Growth - Low
American Indian or Alaska Native----
Asian- 1--
Black or African American- 13--
Hispanic or Latino 57.9 1003Typical Growth - High
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White- 6--

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 65.8 73.6 7.8 71.2 723Met Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 65.8 73.6 7.8 71.2 723Met 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 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 26.2 23.4 -2.8 24.0 3844Exceeded Target
Lowest Performing 22.6 30.4 7.8 17.7 230Declined
High Needs 26.4 24.2 -2.2 23.9 3723Met Target
English Learners and Former English Learners 17.4 17.2 -0.2 14.1 1342Improved Below Target
Low Income 26.8 24.1 -2.7 24.1 3523Met Target
Students with Disabilities 38.3 29.9 -8.4 34.0 1474Exceeded Target
American Indian or Alaska Native-------
Asian---- 7--
Black or African American 26.8 18.6 -8.2 23.2 434Exceeded Target
Hispanic or Latino 26.4 23.9 -2.5 22.6 3052Improved Below Target
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander---- 1--
White---- 20--

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 214 213100Yes 1 214 213100Yes 1 64 64100Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 207 206 207 206 62 62 476 474100Yes1
English Learners and Former English Learners 74 74 74 74 22 22 170 170100Yes1
Low Income 198 197 198 197 58 58 454 452100Yes1
Students with Disabilities 85 84 85 84 22 22 192 19099Yes1
American Indian or Alaska Native-----------
Asian 5 5 5 5 1 1 11----
Black or African American 26 26 26 26 5 5 57 57100Yes1
Hispanic or Latino 167 166 167 166 53 53 387 38599Yes1
Multi-Race, Not Hispanic or Latino 3 3 3 3 2 2 8----
Native Hawaiian or Other Pacific Islander-----------
White 13 13 13 13 3 3 29----


About this report

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.


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