Massachusetts School and District Profiles

Chestnut Accelerated Middle School (Talented and Gifted)

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Chestnut Accelerated Middle School (Talented and Gifted)

Organization Information

DISTRICT NAME
Springfield (02810000)

TITLE I STATUS
Title I School

SCHOOL
Chestnut Accelerated Middle School (Talented and Gifted) (02810367)

GRADES SERVED
06,07,08

REGION
Strategic Transformation

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
60% - Substantial progress toward targets	62

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	57%	62%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	60%
	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	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	3	12	67.5	8	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	1	4	-	4	4	-
	Growth total	3	8	22.5	7	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		3.1	10.3	-	7.2	7.6	-
Percentage of possible points		30%		-	95%		-
2026 Annual criterion-referenced target percentage		62%

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	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	67.5	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	5	8	22.5	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		3.8	10.3	-	5.8	7.6	-
Percentage of possible points		37%		-	76%		-
2025 Annual criterion-referenced target percentage		57%

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	61%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	58%
	Substantial 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	3	4	-
	Mathematics achievement	1	4	-
	Science achievement	3	4	-
	Achievement total	7	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		5.8	10.3	-
Percentage of possible points		56%		-
2026 Annual criterion-referenced target percentage		56%

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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	3	4	-
	Achievement total	8	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		6.3	10.3	-
Percentage of possible points		61%		-
2025 Annual criterion-referenced target percentage		61%

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	503.4	502.4	-1.0	506.6	280	0	Recovery Path: Declined
Lowest Performing	479.8	485.1	5.3	484.4	28	4	Recovery Path: Exceeded Target
High Needs	501.2	499.8	-1.4	503.7	226	3	Recovery Path: Met Target
English Learners and Former English Learners	499.5	502.2	2.7	502.5	48	3	Recovery Path: Met Target
Low Income	501.1	500.5	-0.6	503.8	206	3	Recovery Path: Met Target
Students with Disabilities	489.0	489.1	0.1	491.9	82	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	501.6	501.4	-0.2	503.9	57	3	Recovery Path: Met Target
Hispanic or Latino	502.9	500.8	-2.1	505.8	176	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.8	509.6	1.8	510.3	26	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	499.3	498.0	-1.3	501.7	279	0	Recovery Path: Declined
Lowest Performing	476.1	483.7	7.6	481.2	28	4	Path Forward: Exceeded Target
High Needs	496.3	496.1	-0.2	498.4	225	1	Recovery Path: No Change
English Learners and Former English Learners	494.1	497.4	3.3	497.4	48	3	Recovery Path: Met Target
Low Income	496.1	496.2	0.1	498.5	205	3	Recovery Path: Met Target
Students with Disabilities	492.2	493.6	1.4	495.5	81	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	497.0	491.8	-5.2	499.3	56	0	Recovery Path: Declined
Hispanic or Latino	498.7	497.9	-0.8	501.5	176	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.2	504.0	-1.2	509.5	26	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	500.1	503.3	3.2	502.8	85	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	18	-	-
High Needs	499.2	498.5	-0.7	502.6	63	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	500.3	498.8	-1.5	503.7	58	3	Path Forward: Met Target
Students with Disabilities	488.3	495.6	7.3	492.8	30	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	499.0	501.1	2.1	504.1	49	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	11	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.7	212	2	Typical Growth - Low
Lowest Performing	56.8	28	3	Typical Growth - High
High Needs	42.8	159	2	Typical Growth - Low
English Learners and Former English Learners	46.6	34	2	Typical Growth - Low
Low Income	43.0	145	2	Typical Growth - Low
Students with Disabilities	-	17	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	8	-	-
Black or African American	44.4	47	2	Typical Growth - Low
Hispanic or Latino	43.2	127	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.3	20	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	39.0	211	1	Low Growth
Lowest Performing	62.6	28	4	Exceeded Typical Growth
High Needs	37.8	158	1	Low Growth
English Learners and Former English Learners	35.3	34	1	Low Growth
Low Income	37.8	144	1	Low Growth
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	8	-	-
Black or African American	32.9	46	1	Low Growth
Hispanic or Latino	40.6	127	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	38.2	20	1	Low Growth

Progress toward attaining English language proficiency - Non-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 - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	12.5	8.6	-3.9	11.2	290	4	Exceeded Target
Lowest Performing	15.6	14.3	-1.3	12.1	28	2	Improved Below Target
High Needs	13.4	9.5	-3.9	10.8	232	4	Exceeded Target
English Learners and Former English Learners	16.2	2.0	-14.2	13.2	49	4	Exceeded Target
Low Income	13.1	9.9	-3.2	9.4	213	3	Met Target
Students with Disabilities	16.7	1.2	-15.5	13.4	83	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	9.7	8.5	-1.2	6.2	59	2	Improved Below Target
Hispanic or Latino	13.1	7.7	-5.4	9.4	183	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	17.9	11.1	-6.8	16.5	27	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	292	291	100	Yes	1	292	291	100	Yes	1	89	87	98	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	237	236	237	236	67	65	541	537	99	Yes	1
English Learners and Former English Learners	49	48	49	49	11	11	109	108	99	Yes	1
Low Income	216	215	216	215	62	60	494	490	99	Yes	1
Students with Disabilities	89	88	89	88	32	31	210	207	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	8	8	8	8	1	1	17	-	-	-	-
Black or African American	60	60	60	59	19	18	139	137	99	Yes	1
Hispanic or Latino	183	182	183	183	52	51	418	416	100	Yes	1
Multi-Race, Not Hispanic or Latino	13	13	13	13	6	6	32	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	28	28	28	28	11	11	67	67	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