Massachusetts School and District Profiles

Milton Bradley School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Milton Bradley School

Organization Information

DISTRICT NAME
Springfield (02810000)

TITLE I STATUS
Title I School

SCHOOL
Milton Bradley School (02810023)

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

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
55% - Substantial progress toward targets	47

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	58%	53%
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		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	-	3	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	60.0	7	8	90.0
Growth	English language arts growth	3	4	-	-	-	-
	Mathematics growth	3	4	-	-	-	-
	Growth total	6	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		2.2	9.6	-	6.3	7.6	-
Percentage of possible points		23%		-	83%		-
2026 Annual criterion-referenced target percentage		53%

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	2	4	-	-	-	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	60.0	-	-	-
Growth	English language arts growth	3	4	-	-	-	-
	Mathematics growth	3	4	-	-	-	-
	Growth total	6	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-
Weighted total		5.6	9.6	-	-	-	-
Percentage of possible points		58%		-	-		-
2025 Annual criterion-referenced target percentage		58%

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	56%	19%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	34%
	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	1	4	-
	Science achievement	0	4	-
	Achievement total	1	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.0	10.3	-
Percentage of possible points		19%		-
2026 Annual criterion-referenced target percentage		19%

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	2	4	-
	Science achievement	2	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	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		5.8	10.3	-
Percentage of possible points		56%		-
2025 Annual criterion-referenced target percentage		56%

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	490.9	489.6	-1.3	493.8	157	0	Recovery Path: Declined
Lowest Performing	472.6	477.4	4.8	477.7	20	3	Path Forward: Met Target
High Needs	490.6	489.2	-1.4	493.4	152	0	Recovery Path: Declined
English Learners and Former English Learners	490.3	486.6	-3.7	494.0	37	0	Path Forward: Declined
Low Income	490.5	489.0	-1.5	493.3	148	0	Recovery Path: Declined
Students with Disabilities	489.0	486.7	-2.3	493.1	71	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	489.4	491.1	1.7	493.2	37	2	Recovery Path: Improved Below Target
Hispanic or Latino	490.6	489.4	-1.2	494.4	104	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	8	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	486.9	486.7	-0.2	488.5	157	1	Recovery Path: No Change
Lowest Performing	467.2	475.6	8.4	472.3	20	4	Path Forward: Exceeded Target
High Needs	486.9	486.6	-0.3	490.2	152	1	Path Forward: No Change
English Learners and Former English Learners	488.6	485.5	-3.1	492.1	37	0	Path Forward: Declined
Low Income	486.8	485.9	-0.9	489.6	148	0	Path Forward: Declined
Students with Disabilities	484.8	484.5	-0.3	488.5	71	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	490.0	491.0	1.0	493.3	37	2	Recovery Path: Improved Below Target
Hispanic or Latino	485.7	484.8	-0.9	488.8	104	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	8	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	493.4	489.6	-3.8	497.7	52	0	Path Forward: Declined
Lowest Performing	-	-	-	-	11	-	-
High Needs	493.5	489.9	-3.6	497.8	51	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	493.1	489.9	-3.2	497.2	51	0	Path Forward: Declined
Students with Disabilities	494.5	490.1	-4.4	498.5	27	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	495.8	488.8	-7.0	499.7	36	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	3	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.3	78	3	Typical Growth - High
Lowest Performing	-	17	-	-
High Needs	57.3	77	3	Typical Growth - High
English Learners and Former English Learners	-	14	-	-
Low Income	57.2	76	3	Typical Growth - High
Students with Disabilities	52.8	33	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	15	-	-
Hispanic or Latino	59.6	56	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	3	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.4	80	3	Typical Growth - High
Lowest Performing	-	17	-	-
High Needs	55.7	79	3	Typical Growth - High
English Learners and Former English Learners	-	15	-	-
Low Income	55.3	77	3	Typical Growth - High
Students with Disabilities	62.6	33	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	16	-	-
Hispanic or Latino	55.2	57	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	3	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	85.4	93.0	7.6	90.8	43	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	85.4	93.0	7.6	90.8	43	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	16.2	28.2	12.0	14.0	273	0	Declined
Lowest Performing	15.0	30.0	15.0	10.1	20	0	Declined
High Needs	16.9	28.8	11.9	14.4	264	0	Declined
English Learners and Former English Learners	15.3	25.4	10.1	12.0	71	0	Declined
Low Income	17.1	29.3	12.2	14.4	256	0	Declined
Students with Disabilities	19.4	32.1	12.7	15.1	112	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	11.8	20.6	8.8	8.2	63	0	Declined
Hispanic or Latino	17.6	32.1	14.5	13.8	184	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

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	177	177	100	Yes	1	178	178	100	Yes	1	59	59	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	171	171	172	172	57	57	400	400	100	Yes	1
English Learners and Former English Learners	42	42	43	43	12	12	97	97	100	Yes	1
Low Income	166	166	167	167	57	57	390	390	100	Yes	1
Students with Disabilities	83	83	83	83	32	32	198	198	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	2	2	2	2	1	1	5	-	-	-	-
Black or African American	41	41	41	41	13	13	95	95	100	Yes	1
Hispanic or Latino	117	117	118	118	39	39	274	274	100	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	3	3	19	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	9	9	9	9	3	3	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