Massachusetts School and District Profiles

Worcester Cultural Academy Charter Public School (District)

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Worcester Cultural Academy Charter Public School (District)

Organization Information

DISTRICT NAME
Worcester Cultural Academy Charter Public School (District) (35190000)

TITLE I STATUS
Title I District

REGION
West/Central

GRADES SERVED
K,01,02,03,04,05,06

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Students with Disabilities

Progress toward improvement targets	Accountability percentile
54% - Substantial progress toward targets	-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR
SCHOOLS IN THIS DISTRICT

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	83%	34%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	54%
	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	0	4	-	2	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	0	8	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	3	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	1	4	10.0
Weighted total		1.4	7.2	-	3.7	7.6	-
Percentage of possible points		19%		-	49%		-
2026 Annual criterion-referenced target percentage		34%

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	-	-	-	-	-	-
	Achievement total	8	8	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-
Weighted total		6.0	7.2	-	-	-	-
Percentage of possible points		83%		-	-		-
2025 Annual criterion-referenced target percentage		83%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	90%	12%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	43%
	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	0	4	-
	Science achievement	-	-	-
	Achievement total	0	8	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	1	4	-
	Growth total	2	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		0.9	7.6	-
Percentage of possible points		12%		-
2026 Annual criterion-referenced target percentage		12%

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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	-	-	-
	Achievement total	8	8	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		6.8	7.6	-
Percentage of possible points		90%		-
2025 Annual criterion-referenced target percentage		90%

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	481.5	475.4	-6.1	483.8	112	0	Path Forward: Declined
Lowest Performing	460.0	461.0	1.0	465.1	21	2	Path Forward: Improved Below Target
High Needs	479.6	472.7	-6.9	482.5	98	0	Path Forward: Declined
English Learners and Former English Learners	474.3	468.6	-5.7	476.8	60	0	Path Forward: Declined
Low Income	478.7	472.9	-5.8	481.1	87	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	26	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	480.1	477.7	-2.4	483.4	23	0	Path Forward: Declined
Hispanic or Latino	479.3	469.9	-9.4	481.8	52	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	485.5	480.9	-4.6	487.9	31	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	476.0	472.3	-3.7	478.5	109	0	Path Forward: Declined
Lowest Performing	459.7	462.2	2.5	464.8	21	2	Path Forward: Improved Below Target
High Needs	474.4	468.8	-5.6	477.1	95	0	Path Forward: Declined
English Learners and Former English Learners	469.7	465.9	-3.8	473.2	59	0	Path Forward: Declined
Low Income	473.7	468.6	-5.1	476.5	85	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	25	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	472.1	473.0	0.9	475.4	23	2	Path Forward: Improved Below Target
Hispanic or Latino	472.5	466.4	-6.1	475.1	50	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	482.9	479.2	-3.7	485.7	30	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	-	-	-	-	24	-	-
Lowest Performing	-	-	-	-	3	-	-
High Needs	-	-	-	-	21	-	-
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	10	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	40.1	80	2	Typical Growth - Low
Lowest Performing	41.9	20	2	Typical Growth - Low
High Needs	39.3	71	1	Low Growth
English Learners and Former English Learners	37.8	42	1	Low Growth
Low Income	39.5	65	1	Low Growth
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	19	-	-
Hispanic or Latino	33.0	34	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.5	23	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	39.7	78	1	Low Growth
Lowest Performing	45.0	20	2	Typical Growth - Low
High Needs	37.5	69	1	Low Growth
English Learners and Former English Learners	36.3	42	1	Low Growth
Low Income	36.8	63	1	Low Growth
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	19	-	-
Hispanic or Latino	35.7	33	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.7	22	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	30.8	42.3	11.5	34.8	97	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	30.8	42.3	11.5	34.8	97	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	27.2	12.1	-15.1	25.7	215	4	Exceeded Target
Lowest Performing	19.0	19.0	0.0	14.4	21	1	No Change
High Needs	28.6	12.6	-16.0	26.2	190	4	Exceeded Target
English Learners and Former English Learners	27.3	10.6	-16.7	23.8	123	4	Exceeded Target
Low Income	28.8	12.4	-16.4	25.6	169	4	Exceeded Target
Students with Disabilities	-	-	-	-	54	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	5.0	10.6	5.6	1.4	47	0	Declined
Hispanic or Latino	36.4	12.1	-24.3	32.2	99	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	28.6	10.2	-18.4	26.8	59	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	115	112	97	Yes	1	114	109	96	Yes	1	24	24	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	101	98	100	95	21	21	222	214	96	Yes	1
English Learners and Former English Learners	61	60	61	59	11	11	133	130	98	Yes	1
Low Income	89	87	88	85	19	19	196	191	97	Yes	1
Students with Disabilities	28	26	28	25	7	7	63	58	92	No	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	23	23	23	23	3	3	49	49	100	Yes	1
Hispanic or Latino	54	52	54	50	10	10	118	112	95	Yes	1
Multi-Race, Not Hispanic or Latino	6	6	6	6	1	1	13	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	32	31	31	30	10	10	73	71	97	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