Massachusetts School and District Profiles

Worcester Arts Magnet School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Worcester Arts Magnet School

Organization Information

DISTRICT NAME
Worcester (03480000)

TITLE I STATUS
Title I School

SCHOOL
Worcester Arts Magnet School (03480225)

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

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

School of Recognition

Progress toward improvement targets	Accountability percentile
69% - Substantial progress toward targets	63

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	37%	90%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	69%
	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	4	4	-	4	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	8	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0
Weighted total		8.4	9.6	-	7.0	7.6	-
Percentage of possible points		88%		-	92%		-
2026 Annual criterion-referenced target percentage		90%

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	0	4	-	0	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	4	12	60.0	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	2	4	10.0
Weighted total		3.7	9.6	-	2.7	7.6	-
Percentage of possible points		39%		-	36%		-
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	37%	86%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	67%
	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	4	4	-
	Mathematics achievement	2	4	-
	Science achievement	4	4	-
	Achievement total	10	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	4	4	-
	Growth total	8	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		8.9	10.3	-
Percentage of possible points		86%		-
2026 Annual criterion-referenced target percentage		86%

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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	4	4	-
	Achievement total	4	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		3.8	10.3	-
Percentage of possible points		37%		-
2025 Annual criterion-referenced target percentage		37%

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	494.5	499.3	4.8	498.4	190	4	Recovery Path: Exceeded Target
Lowest Performing	468.9	476.2	7.3	474.2	32	4	Recovery Path: Exceeded Target
High Needs	486.5	492.2	5.7	491.0	107	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	483.8	487.0	3.2	489.3	45	2	Recovery Path: Improved Below Target
Low Income	485.4	491.1	5.7	489.7	89	4	Recovery Path: Exceeded Target
Students with Disabilities	469.9	480.1	10.2	474.3	33	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	491.1	491.9	0.8	494.9	49	2	Recovery Path: Improved Below Target
Hispanic or Latino	486.6	497.4	10.8	491.7	47	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.0	505.1	3.1	504.8	76	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	493.7	496.8	3.1	496.7	189	3	Recovery Path: Met Target
Lowest Performing	466.9	474.5	7.6	471.1	32	4	Recovery Path: Exceeded Target
High Needs	486.6	489.0	2.4	489.8	106	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	484.6	485.5	0.9	489.0	45	2	Recovery Path: Improved Below Target
Low Income	484.6	488.1	3.5	487.4	88	4	Recovery Path: Exceeded Target
Students with Disabilities	473.6	472.4	-1.2	476.3	33	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	490.0	490.9	0.9	493.2	49	2	Recovery Path: Improved Below Target
Hispanic or Latino	485.0	492.9	7.9	489.2	46	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.0	501.9	0.9	503.2	76	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	493.2	501.4	8.2	495.1	39	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	8	-	-
High Needs	485.8	491.3	5.5	488.9	20	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	-	-	-	-	15	-	-
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	19	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	62.5	139	4	Exceeded Typical Growth
Lowest Performing	60.1	32	4	Exceeded Typical Growth
High Needs	60.8	85	4	Exceeded Typical Growth
English Learners and Former English Learners	62.6	38	4	Exceeded Typical Growth
Low Income	60.1	69	4	Exceeded Typical Growth
Students with Disabilities	50.5	24	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	8	-	-
Black or African American	59.3	39	3	Typical Growth - High
Hispanic or Latino	69.7	36	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.5	52	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	66.9	139	4	Exceeded Typical Growth
Lowest Performing	56.4	32	3	Typical Growth - High
High Needs	64.4	85	4	Exceeded Typical Growth
English Learners and Former English Learners	59.5	39	3	Typical Growth - High
Low Income	63.5	69	4	Exceeded Typical Growth
Students with Disabilities	53.1	24	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	8	-	-
Black or African American	64.6	39	4	Exceeded Typical Growth
Hispanic or Latino	69.4	36	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	65.1	52	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	54.2	46.5	-7.7	58.2	43	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	54.2	46.5	-7.7	58.2	43	0	Declined
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	10.6	10.5	-0.1	9.5	286	2	Improved Below Target
Lowest Performing	14.7	21.9	7.2	11.4	32	0	Declined
High Needs	15.3	13.6	-1.7	13.2	169	3	Met Target
English Learners and Former English Learners	12.5	9.6	-2.9	9.5	73	3	Met Target
Low Income	17.8	16.2	-1.6	13.5	136	2	Improved Below Target
Students with Disabilities	19.6	24.4	4.8	17.1	45	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	22	-	-
Black or African American	4.3	9.2	4.9	1.3	65	0	Declined
Hispanic or Latino	13.2	17.5	4.3	9.0	80	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	11.4	7.3	-4.1	10.2	109	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	192	191	99	Yes	1	191	190	99	Yes	1	40	39	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	108	108	107	107	20	20	235	235	100	Yes	1
English Learners and Former English Learners	46	46	46	46	11	11	103	103	100	Yes	1
Low Income	90	90	89	89	15	15	194	194	100	Yes	1
Students with Disabilities	33	33	33	33	8	8	74	74	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	11	11	11	11	2	2	24	-	-	-	-
Black or African American	50	50	50	50	10	10	110	110	100	Yes	1
Hispanic or Latino	47	47	46	46	7	7	100	100	100	Yes	1
Multi-Race, Not Hispanic or Latino	7	7	7	7	1	1	15	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	77	76	77	76	20	19	174	171	98	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