Massachusetts School and District Profiles

Howard School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Howard School

Organization Information

DISTRICT NAME
West Bridgewater (03230000)

TITLE I STATUS
Title I School

SCHOOL
Howard School (03230305)

GRADES SERVED
04,05,06

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
33% - Moderate progress toward targets	41

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	37%	30%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	33%
	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	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	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	1	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	2	4	10.0
Weighted total		1.0	10.3	-	3.8	7.6	-
Percentage of possible points		10%		-	50%		-
2026 Annual criterion-referenced target percentage		30%

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	1	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	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	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		2.0	10.3	-	4.1	7.6	-
Percentage of possible points		19%		-	54%		-
2025 Annual criterion-referenced target percentage		37%

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	39%	9%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	21%
	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	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	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	2	4	-
	Achievement total	4	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		4.0	10.3	-
Percentage of possible points		39%		-
2025 Annual criterion-referenced target percentage		39%

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	493.5	488.8	-4.7	496.2	322	0	Recovery Path: Declined
Lowest Performing	467.8	469.7	1.9	472.9	52	2	Path Forward: Improved Below Target
High Needs	483.8	479.7	-4.1	486.3	127	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	26	-	-
Low Income	487.8	482.3	-5.5	491.2	84	0	Recovery Path: Declined
Students with Disabilities	471.7	471.7	0.0	474.1	50	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	494.5	488.3	-6.2	497.8	39	0	Path Forward: Declined
Hispanic or Latino	492.7	482.4	-10.3	495.2	29	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.9	490.1	-3.8	496.3	235	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	497.5	494.2	-3.3	500.0	324	0	Path Forward: Declined
Lowest Performing	477.5	479.5	2.0	482.2	52	2	Recovery Path: Improved Below Target
High Needs	488.0	485.2	-2.8	490.7	128	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	26	-	-
Low Income	490.6	486.4	-4.2	493.4	83	0	Path Forward: Declined
Students with Disabilities	479.7	479.6	-0.1	482.6	51	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	494.3	489.3	-5.0	497.6	39	0	Path Forward: Declined
Hispanic or Latino	493.3	489.4	-3.9	495.9	29	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.6	495.6	-3.0	501.4	237	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	496.4	490.9	-5.5	500.0	122	0	Path Forward: Declined
Lowest Performing	-	-	-	-	38	-	-
High Needs	488.2	479.0	-9.2	492.0	46	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	491.0	480.9	-10.1	495.0	27	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.5	492.7	-4.8	501.2	94	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.3	317	2	Typical Growth - Low
Lowest Performing	47.0	52	2	Typical Growth - Low
High Needs	42.0	122	2	Typical Growth - Low
English Learners and Former English Learners	-	25	-	-
Low Income	42.7	80	2	Typical Growth - Low
Students with Disabilities	39.9	48	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	42.4	38	2	Typical Growth - Low
Hispanic or Latino	40.5	28	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.8	232	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.7	321	2	Typical Growth - Low
Lowest Performing	45.1	52	2	Typical Growth - Low
High Needs	39.7	125	1	Low Growth
English Learners and Former English Learners	-	25	-	-
Low Income	38.8	80	1	Low Growth
Students with Disabilities	40.5	50	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	42.5	38	2	Typical Growth - Low
Hispanic or Latino	47.9	28	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.8	236	2	Typical Growth - Low

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	7.0	7.3	0.3	5.5	330	1	No Change
Lowest Performing	9.3	7.7	-1.6	4.7	52	2	Improved Below Target
High Needs	10.8	9.8	-1.0	8.4	132	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	29	-	-
Low Income	14.4	13.6	-0.8	11.2	88	2	Improved Below Target
Students with Disabilities	5.9	9.6	3.7	2.3	52	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	11.4	5.0	-6.4	7.8	40	4	Exceeded Target
Hispanic or Latino	15.2	12.5	-2.7	11.0	32	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.6	6.7	1.1	3.8	238	0	Declined

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	326	324	99	Yes	1	326	326	100	Yes	1	123	122	99	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	131	129	130	130	47	46	308	305	99	Yes	1
English Learners and Former English Learners	27	27	27	27	9	9	63	63	100	Yes	1
Low Income	86	86	85	85	27	27	198	198	100	Yes	1
Students with Disabilities	53	51	52	52	21	20	126	123	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	2	2	2	2	1	1	5	-	-	-	-
Black or African American	40	40	40	40	13	13	93	93	100	Yes	1
Hispanic or Latino	30	30	30	30	10	10	70	70	100	Yes	1
Multi-Race, Not Hispanic or Latino	17	17	17	17	4	4	38	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	237	235	237	237	95	94	569	566	99	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