Massachusetts School and District Profiles

Memorial

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Memorial

Organization Information

DISTRICT NAME
West Springfield (03320000)

TITLE I STATUS
Title I School

SCHOOL
Memorial (03320025)

GRADES SERVED
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
59% - Substantial progress toward targets	29

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	85%	42%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	59%
	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	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	22.5	5	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		2.9	10.3	-	4.2	7.6	-
Percentage of possible points		28%		-	55%		-
2026 Annual criterion-referenced target percentage		42%

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	4	4	-	-	-	-
	Mathematics achievement	4	4	-	-	-	-
	Science achievement	2	4	-	-	-	-
	Achievement total	10	12	67.5	-	-	-
Growth	English language arts growth	3	4	-	-	-	-
	Mathematics growth	4	4	-	-	-	-
	Growth total	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	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-
Weighted total		8.7	10.3	-	-	-	-
Percentage of possible points		85%		-	-		-
2025 Annual criterion-referenced target percentage		85%

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	79%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	48%
	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	2	4	-
	Science achievement	0	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	4	-
	Growth total	5	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		2.9	10.3	-
Percentage of possible points		28%		-
2026 Annual criterion-referenced target percentage		28%

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	4	4	-
	Science achievement	2	4	-
	Achievement total	9	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	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	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		8.1	10.3	-
Percentage of possible points		79%		-
2025 Annual criterion-referenced target percentage		79%

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	487.8	484.8	-3.0	490.5	116	0	Recovery Path: Declined
Lowest Performing	466.9	470.4	3.5	472.0	22	2	Path Forward: Improved Below Target
High Needs	486.4	483.2	-3.2	489.1	95	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	486.3	484.1	-2.2	489.3	81	0	Recovery Path: Declined
Students with Disabilities	471.6	468.6	-3.0	474.3	22	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	486.1	481.7	-4.4	489.5	48	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.3	487.3	-1.0	491.5	44	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	490.3	491.1	0.8	493.7	116	2	Recovery Path: Improved Below Target
Lowest Performing	468.2	469.4	1.2	474.1	22	2	Recovery Path: Improved Below Target
High Needs	488.1	488.2	0.1	491.8	95	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	487.4	487.8	0.4	491.2	81	2	Recovery Path: Improved Below Target
Students with Disabilities	470.0	469.6	-0.4	472.5	22	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	489.8	487.4	-2.4	492.9	48	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.2	497.0	7.8	492.0	44	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	489.4	477.8	-11.6	492.7	48	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	13	-	-
High Needs	487.4	477.9	-9.5	491.3	39	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	487.8	480.1	-7.7	491.9	34	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	19	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.7	79	2	Typical Growth - Low
Lowest Performing	50.5	22	3	Typical Growth - High
High Needs	44.7	61	2	Typical Growth - Low
English Learners and Former English Learners	-	9	-	-
Low Income	46.9	53	2	Typical Growth - Low
Students with Disabilities	-	12	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	4	-	-
Hispanic or Latino	49.6	30	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.6	31	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	59.9	78	3	Typical Growth - High
Lowest Performing	41.9	22	2	Typical Growth - Low
High Needs	57.4	60	3	Typical Growth - High
English Learners and Former English Learners	-	9	-	-
Low Income	56.1	52	3	Typical Growth - High
Students with Disabilities	-	12	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	4	-	-
Hispanic or Latino	63.3	30	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	61.6	31	4	Exceeded Typical 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	17.2	13.6	-3.6	15.0	206	4	Exceeded Target
Lowest Performing	22.7	13.6	-9.1	17.8	22	4	Exceeded Target
High Needs	19.3	14.4	-4.9	16.8	180	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	51	-	-
Low Income	20.5	15.2	-5.3	17.8	164	4	Exceeded Target
Students with Disabilities	18.0	12.5	-5.5	13.7	40	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	18	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	22.9	20.5	-2.4	19.1	88	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	15.5	11.6	-3.9	12.6	69	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	123	122	99	Yes	1	124	123	99	Yes	1	51	48	97	Yes	2

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	102	101	103	102	41	39	246	242	98	Yes	1
English Learners and Former English Learners	25	25	25	25	5	5	55	55	100	Yes	1
Low Income	88	87	89	88	36	34	213	209	98	Yes	1
Students with Disabilities	23	23	23	23	9	8	55	54	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	8	8	8	8	5	4	21	-	-	-	-
Black or African American	8	8	8	8	3	3	19	-	-	-	-
Hispanic or Latino	54	53	54	53	19	18	127	124	98	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	4	4	20	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	45	45	46	46	20	19	111	110	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