Massachusetts School and District Profiles

Columbus Park

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Columbus Park

Organization Information

DISTRICT NAME
Worcester (03480000)

TITLE I STATUS
Title I School

SCHOOL
Columbus Park (03480060)

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
82% - Meeting or exceeding targets	33

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	58%	98%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	82%
	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	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	7	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		9.2	9.6	-	7.6	7.6	-
Percentage of possible points		96%		-	100%		-
2026 Annual criterion-referenced target percentage		98%

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	4	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	5	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	2	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		4.6	9.6	-	5.2	7.6	-
Percentage of possible points		48%		-	68%		-
2025 Annual criterion-referenced target percentage		58%

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	55%	89%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	76%
	Meeting or exceeding 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	3	4	-
	Science achievement	4	4	-
	Achievement total	11	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		9.2	10.3	-
Percentage of possible points		89%		-
2026 Annual criterion-referenced target percentage		89%

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	1	4	-
	Mathematics achievement	4	4	-
	Science achievement	1	4	-
	Achievement total	6	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		5.7	10.3	-
Percentage of possible points		55%		-
2025 Annual criterion-referenced target percentage		55%

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	481.2	486.5	5.3	484.8	176	4	Recovery Path: Exceeded Target
Lowest Performing	459.1	468.2	9.1	464.2	27	4	Recovery Path: Exceeded Target
High Needs	480.5	485.5	5.0	483.5	167	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	479.9	485.2	5.3	483.3	108	4	Recovery Path: Exceeded Target
Low Income	480.6	484.7	4.1	482.7	151	4	Recovery Path: Exceeded Target
Students with Disabilities	472.5	475.5	3.0	476.6	51	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	480.6	484.4	3.8	484.4	106	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.4	491.7	4.3	490.5	32	4	Recovery Path: 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	481.6	485.4	3.8	484.8	176	4	Path Forward: Exceeded Target
Lowest Performing	459.6	472.7	13.1	463.9	27	4	Recovery Path: Exceeded Target
High Needs	481.4	484.6	3.2	484.7	167	3	Path Forward: Met Target
English Learners and Former English Learners	480.7	484.9	4.2	484.2	108	4	Path Forward: Exceeded Target
Low Income	481.2	483.4	2.2	484.0	151	2	Path Forward: Improved Below Target
Students with Disabilities	476.4	476.2	-0.2	480.1	51	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	481.1	483.2	2.1	484.2	106	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	484.9	488.0	3.1	487.0	32	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	482.9	491.9	9.0	486.7	39	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	11	-	-
High Needs	483.3	490.1	6.8	487.5	35	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	482.8	491.4	8.6	487.1	25	4	Recovery Path: Exceeded Target
Low Income	481.4	487.6	6.2	485.4	30	4	Recovery Path: Exceeded Target
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	11	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	63.7	125	4	Exceeded Typical Growth
Lowest Performing	61.7	27	4	Exceeded Typical Growth
High Needs	62.7	119	4	Exceeded Typical Growth
English Learners and Former English Learners	64.1	75	4	Exceeded Typical Growth
Low Income	62.7	107	4	Exceeded Typical Growth
Students with Disabilities	49.6	39	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	8	-	-
Black or African American	-	16	-	-
Hispanic or Latino	62.5	71	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	65.4	26	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.0	126	3	Typical Growth - High
Lowest Performing	66.6	27	4	Exceeded Typical Growth
High Needs	57.7	120	3	Typical Growth - High
English Learners and Former English Learners	59.3	76	3	Typical Growth - High
Low Income	56.3	108	3	Typical Growth - High
Students with Disabilities	42.7	39	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	8	-	-
Black or African American	-	17	-	-
Hispanic or Latino	55.2	71	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.7	26	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	45.3	61.3	16.0	50.7	106	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	45.3	61.3	16.0	50.7	106	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	17.5	16.4	-1.1	15.3	292	2	Improved Below Target
Lowest Performing	13.8	3.7	-10.1	8.9	27	4	Exceeded Target
High Needs	17.5	16.7	-0.8	15.0	275	2	Improved Below Target
English Learners and Former English Learners	16.0	14.5	-1.5	12.7	173	2	Improved Below Target
Low Income	18.7	18.1	-0.6	16.0	249	2	Improved Below Target
Students with Disabilities	16.9	19.8	2.9	12.6	81	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	22	-	-
Black or African American	-	-	-	-	40	-	-
Hispanic or Latino	18.4	17.8	-0.6	14.6	174	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	24.5	26.7	2.2	21.6	45	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	184	184	100	Yes	1	184	184	100	Yes	1	39	39	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	175	175	175	175	35	35	385	385	100	Yes	1
English Learners and Former English Learners	113	113	113	113	25	25	251	251	100	Yes	1
Low Income	157	157	157	157	30	30	344	344	100	Yes	1
Students with Disabilities	52	52	52	52	8	8	112	112	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	12	12	12	12	4	4	28	-	-	-	-
Black or African American	22	22	22	22	9	9	53	53	100	Yes	1
Hispanic or Latino	111	111	111	111	13	13	235	235	100	Yes	1
Multi-Race, Not Hispanic or Latino	7	7	7	7	2	2	16	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	32	32	32	32	11	11	75	75	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