Massachusetts School and District Profiles

Amigos School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Amigos School

Organization Information

DISTRICT NAME
Cambridge (00490000)

TITLE I STATUS
Non-Title I School

SCHOOL
Amigos School (00490006)

GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
85% - Meeting or exceeding targets	93

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	80%	88%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	85%
	Meeting or exceeding 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	-	2	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	60.0	6	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	8	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		8.9	9.6	-	6.3	7.6	-
Percentage of possible points		93%		-	83%		-
2026 Annual criterion-referenced target percentage		88%

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	-	2	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	60.0	6	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	8	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		8.5	9.6	-	5.4	7.6	-
Percentage of possible points		89%		-	71%		-
2025 Annual criterion-referenced target percentage		80%

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	70%	61%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	65%
	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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	2	4	-
	Achievement total	6	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		6.3	10.3	-
Percentage of possible points		61%		-
2026 Annual criterion-referenced target percentage		61%

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	4	4	-
	Science achievement	2	4	-
	Achievement total	8	12	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		7.2	10.3	-
Percentage of possible points		70%		-
2025 Annual criterion-referenced target percentage		70%

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	510.6	511.8	1.2	513.7	250	4	Recovery Path: Exceeded Target
Lowest Performing	477.8	483.8	6.0	485.1	51	2	Recovery Path: Improved Below Target
High Needs	493.2	494.4	1.2	496.0	99	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	487.0	485.1	-1.9	488.3	35	0	Recovery Path: Declined
Low Income	492.1	492.7	0.6	494.7	69	2	Recovery Path: Improved Below Target
Students with Disabilities	487.2	495.8	8.6	491.2	37	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	504.3	503.4	-0.9	507.1	129	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	522.7	527.6	4.9	524.2	82	4	Path Forward: 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	511.8	512.9	1.1	513.3	250	4	Path Forward: Exceeded Target
Lowest Performing	478.6	485.0	6.4	482.4	51	4	Recovery Path: Exceeded Target
High Needs	493.1	494.5	1.4	496.0	99	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	491.5	488.2	-3.3	494.6	35	0	Recovery Path: Declined
Low Income	489.0	491.3	2.3	492.1	69	2	Recovery Path: Improved Below Target
Students with Disabilities	491.8	499.3	7.5	495.0	37	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	503.8	504.2	0.4	506.7	129	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	526.8	528.2	1.4	528.5	82	4	Path Forward: 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	507.5	506.2	-1.3	509.7	82	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	26	-	-
High Needs	489.2	490.6	1.4	492.4	36	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	491.1	485.7	-5.4	495.5	28	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	502.6	499.6	-3.0	507.2	49	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	520.3	521.4	1.1	522.5	24	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	66.2	203	4	Exceeded Typical Growth
Lowest Performing	60.0	51	4	Exceeded Typical Growth
High Needs	61.4	78	4	Exceeded Typical Growth
English Learners and Former English Learners	60.1	22	4	Exceeded Typical Growth
Low Income	58.0	55	3	Typical Growth - High
Students with Disabilities	62.4	32	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	7	-	-
Hispanic or Latino	62.6	105	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	72.7	70	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	66.8	206	4	Exceeded Typical Growth
Lowest Performing	64.0	51	4	Exceeded Typical Growth
High Needs	65.5	81	4	Exceeded Typical Growth
English Learners and Former English Learners	53.6	25	3	Typical Growth - High
Low Income	64.9	56	4	Exceeded Typical Growth
Students with Disabilities	69.5	32	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	7	-	-
Hispanic or Latino	65.4	108	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	68.9	70	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	63.6	65.5	1.9	68.8	29	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	63.6	65.5	1.9	68.8	29	3	Met 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	11.8	6.2	-5.6	10.7	354	4	Exceeded Target
Lowest Performing	23.5	15.7	-7.8	20.2	51	4	Exceeded Target
High Needs	16.3	12.3	-4.0	14.2	138	4	Exceeded Target
English Learners and Former English Learners	17.5	10.5	-7.0	14.5	57	4	Exceeded Target
Low Income	20.4	15.6	-4.8	16.1	90	3	Met Target
Students with Disabilities	13.7	14.3	0.6	11.2	49	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	11.8	7.7	-4.1	7.6	182	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	31	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.3	5.3	-5.0	9.1	114	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	255	255	100	Yes	1	255	255	100	Yes	1	84	84	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	103	103	103	103	37	37	243	243	100	Yes	1
English Learners and Former English Learners	39	39	39	39	13	13	91	91	100	Yes	1
Low Income	70	70	70	70	28	28	168	168	100	Yes	1
Students with Disabilities	37	37	37	37	11	11	85	85	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	7	7	7	7	1	1	15	-	-	-	-
Black or African American	12	12	12	12	4	4	28	-	-	-	-
Hispanic or Latino	132	132	132	132	50	50	314	314	100	Yes	1
Multi-Race, Not Hispanic or Latino	21	21	21	21	4	4	46	46	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	83	83	83	83	25	25	191	191	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