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Midland Street
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2025 Official Accountability Report - Midland Street
Organization Information
DISTRICT NAME
Worcester (03480000)		TITLE I STATUS
Title I School
SCHOOL
Midland Street (03480185)		GRADES SERVED
K,01,02,03,04,05,06
REGION
West/Central		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage78%70%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		73%
Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-44-
Mathematics achievement04-44-
Science achievement44----
Achievement total41260.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-44-
Growth total8820.08822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total0410.0---
Additional indicatorsChronic absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total4.39.6-7.27.6-
Percentage of possible points 45%-95%-
2025 Annual criterion-referenced target percentage70%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-44-
Mathematics achievement34-44-
Science achievement04----
Achievement total71260.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth34-24-
Growth total7820.06822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total4410.0---
Additional indicatorsChronic absenteeism24-14-
Advanced coursework completion------
Additional indicators total2410.01410.0
Weighted total6.29.6-6.97.6-
Percentage of possible points 65%-91%-
2024 Annual criterion-referenced target percentage78%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
63

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage96%26%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		54%
Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
GrowthEnglish language arts growth44-
Mathematics growth44-
Growth total8822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total2.07.6-
Percentage of possible points 26%-
2025 Annual criterion-referenced target percentage26%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8867.5
GrowthEnglish language arts growth44-
Mathematics growth34-
Growth total7822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total7.37.6-
Percentage of possible points 96%-
2024 Annual criterion-referenced target percentage96%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 497.0 491.7 -5.3 500.0 1310Recovery Path: Declined
Lowest Performing 467.2 474.0 6.8 471.8 204Recovery Path: Exceeded Target
High Needs 491.4 486.5 -4.9 494.7 940Recovery Path: Declined
English Learners and Former English Learners 489.1 484.5 -4.6 493.2 500Recovery Path: Declined
Low Income 488.5 484.0 -4.5 492.0 720Recovery Path: Declined
Students with Disabilities---- 30--
American Indian or Alaska Native-------
Asian---- 10--
Black or African American---- 13--
Hispanic or Latino 487.8 480.4 -7.4 490.4 270Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 505.1 496.9 -8.2 507.8 720Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 492.1 489.7 -2.4 494.4 1310Recovery Path: Declined
Lowest Performing 463.2 471.3 8.1 467.2 204Recovery Path: Exceeded Target
High Needs 487.4 485.5 -1.9 489.7 940Recovery Path: Declined
English Learners and Former English Learners 487.5 487.1 -0.4 490.6 501Recovery Path: No Change
Low Income 484.9 482.8 -2.1 488.0 720Recovery Path: Declined
Students with Disabilities---- 30--
American Indian or Alaska Native-------
Asian---- 10--
Black or African American---- 13--
Hispanic or Latino 479.0 475.8 -3.2 481.9 270Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 498.1 494.5 -3.6 499.9 720Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 487.2 490.5 3.3 489.4 244Path Forward: Exceeded Target
Lowest Performing---- 5--
High Needs---- 18--
English Learners and Former English Learners---- 10--
Low Income---- 15--
Students with Disabilities---- 10--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 2--
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White---- 12--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 63.3 864Exceeded Typical Growth
Lowest Performing 66.1 204Exceeded Typical Growth
High Needs 61.7 674Exceeded Typical Growth
English Learners and Former English Learners 65.3 354Exceeded Typical Growth
Low Income 61.8 524Exceeded Typical Growth
Students with Disabilities- 22--
American Indian or Alaska Native----
Asian- 7--
Black or African American- 8--
Hispanic or Latino 55.8 203Typical Growth - High
Multi-Race, Not Hispanic or Latino- 7--
Native Hawaiian or Other Pacific Islander----
White 66.0 444Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 63.1 864Exceeded Typical Growth
Lowest Performing 64.2 204Exceeded Typical Growth
High Needs 64.1 674Exceeded Typical Growth
English Learners and Former English Learners 69.2 354Exceeded Typical Growth
Low Income 62.4 524Exceeded Typical Growth
Students with Disabilities- 22--
American Indian or Alaska Native----
Asian- 7--
Black or African American- 8--
Hispanic or Latino 66.4 204Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino- 7--
Native Hawaiian or Other Pacific Islander----
White 65.1 444Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 55.6 47.1 -8.5 61.0 340Declined
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 55.6 47.1 -8.5 61.0 340Declined
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 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 12.2 10.8 -1.4 11.1 2133Met Target
Lowest Performing 10.0 15.0 5.0 6.7 200Declined
High Needs 14.9 14.1 -0.8 12.8 1422Improved Below Target
English Learners and Former English Learners 11.4 8.6 -2.8 8.4 703Met Target
Low Income 16.5 18.1 1.6 12.2 1050Declined
Students with Disabilities---- 46--
American Indian or Alaska Native-------
Asian---- 21--
Black or African American---- 20--
Hispanic or Latino 14.3 23.3 9.0 10.1 430Declined
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 11.4 7.8 -3.6 10.2 1154Exceeded Target

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 138 138100Yes 1 138 138100Yes 1 25 25100Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 101 101 101 101 19 19 221 221100Yes1
English Learners and Former English Learners 55 55 55 55 11 11 121 121100Yes1
Low Income 77 77 77 77 16 16 170 170100Yes1
Students with Disabilities 31 31 31 31 10 10 72 72100Yes1
American Indian or Alaska Native-----------
Asian 10 10 10 10 2 2 22----
Black or African American 13 13 13 13 2 2 28----
Hispanic or Latino 30 30 30 30 6 6 66 66100Yes1
Multi-Race, Not Hispanic or Latino 9 9 9 9 3 3 21----
Native Hawaiian or Other Pacific Islander-----------
White 76 76 76 76 12 12 164 164100Yes1


About this report

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.


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