Massachusetts School and District Profiles

Rindge Avenue Upper School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Rindge Avenue Upper School

Organization Information

DISTRICT NAME
Cambridge (00490000)

TITLE I STATUS
Non-Title I School

SCHOOL
Rindge Avenue Upper School (00490315)

GRADES SERVED
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
80% - Meeting or exceeding targets	88

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	82%	80%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	80%
	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	3	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	7	12	67.5	8	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	8	8	22.5	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	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		6.9	10.3	-	7.0	7.6	-
Percentage of possible points		67%		-	92%		-
2026 Annual criterion-referenced target percentage		80%

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	-	4	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	22.5	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	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	1	4	10.0
Weighted total		9.9	10.3	-	5.1	7.6	-
Percentage of possible points		96%		-	67%		-
2025 Annual criterion-referenced target percentage		82%

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	39%	69%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	57%
	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	4	4	-
	Science achievement	0	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		7.1	10.3	-
Percentage of possible points		69%		-
2026 Annual criterion-referenced target percentage		69%

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	2	4	-
	Science achievement	2	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.0	10.3	-
Percentage of possible points		39%		-
2025 Annual criterion-referenced target percentage		39%

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	511.6	514.5	2.9	513.6	263	4	Path Forward: Exceeded Target
Lowest Performing	477.5	485.0	7.5	482.6	40	4	Path Forward: Exceeded Target
High Needs	491.4	497.2	5.8	494.2	106	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	491.7	494.9	3.2	494.0	70	4	Path Forward: Exceeded Target
Students with Disabilities	477.2	490.5	13.3	478.7	53	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	513.6	506.0	-7.6	516.9	28	3	Recovery Path: Met Target
Black or African American	491.3	495.1	3.8	494.0	48	4	Path Forward: Exceeded Target
Hispanic or Latino	497.2	507.3	10.1	499.1	21	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	515.8	524.0	8.2	517.8	22	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	520.9	522.3	1.4	522.9	144	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	508.5	509.9	1.4	510.6	262	3	Path Forward: Met Target
Lowest Performing	476.2	482.2	6.0	481.3	40	4	Path Forward: Exceeded Target
High Needs	488.5	493.5	5.0	491.1	106	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	489.0	490.5	1.5	491.4	71	2	Path Forward: Improved Below Target
Students with Disabilities	478.1	487.4	9.3	481.4	53	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	514.6	510.4	-4.2	517.7	28	3	Recovery Path: Met Target
Black or African American	490.2	491.6	1.4	493.2	48	2	Path Forward: Improved Below Target
Hispanic or Latino	490.3	499.0	8.7	493.1	20	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	512.7	516.2	3.5	514.8	22	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	516.9	516.6	-0.3	519.0	143	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	508.2	501.0	-7.2	510.9	87	0	Path Forward: Declined
Lowest Performing	-	-	-	-	21	-	-
High Needs	487.7	483.7	-4.0	491.1	33	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	487.2	482.4	-4.8	490.6	23	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	516.3	508.9	-7.4	519.3	39	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	62.7	247	4	Exceeded Typical Growth
Lowest Performing	60.5	40	4	Exceeded Typical Growth
High Needs	58.9	100	3	Typical Growth - High
English Learners and Former English Learners	-	19	-	-
Low Income	55.4	65	3	Typical Growth - High
Students with Disabilities	61.6	52	4	Exceeded Typical Growth
American Indian or Alaska Native	-	0	-	-
Asian	57.1	24	3	Typical Growth - High
Black or African American	57.7	46	3	Typical Growth - High
Hispanic or Latino	63.0	21	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	68.5	22	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	64.5	134	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.1	243	4	Exceeded Typical Growth
Lowest Performing	59.7	40	3	Typical Growth - High
High Needs	57.9	99	3	Typical Growth - High
English Learners and Former English Learners	-	19	-	-
Low Income	54.8	66	3	Typical Growth - High
Students with Disabilities	58.0	51	3	Typical Growth - High
American Indian or Alaska Native	-	0	-	-
Asian	56.6	24	3	Typical Growth - High
Black or African American	54.3	46	3	Typical Growth - High
Hispanic or Latino	67.8	20	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	72.8	21	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	61.5	132	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	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
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	11.5	9.3	-2.2	10.2	289	4	Exceeded Target
Lowest Performing	14.3	15.0	0.7	10.8	40	0	Declined
High Needs	18.6	16.1	-2.5	16.0	124	3	Met Target
English Learners and Former English Learners	-	-	-	-	30	-	-
Low Income	22.1	17.1	-5.0	18.4	82	4	Exceeded Target
Students with Disabilities	28.1	20.3	-7.8	24.8	59	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	6.5	0.0	-6.5	3.6	36	4	Exceeded Target
Black or African American	19.3	10.2	-9.1	15.8	49	4	Exceeded Target
Hispanic or Latino	28.1	25.9	-2.2	24.4	27	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	7.1	8.3	1.2	5.8	24	3	Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.8	7.9	1.1	5.4	152	3	Met 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	288	285	99	Yes	1	289	284	98	Yes	1	95	94	99	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	122	119	123	119	38	37	283	275	97	Yes	1
English Learners and Former English Learners	30	30	31	30	6	6	67	66	99	Yes	1
Low Income	80	78	80	79	27	26	187	183	98	Yes	1
Students with Disabilities	58	55	58	55	15	15	131	125	95	Yes	1
American Indian or Alaska Native	1	0	1	1	1	1	3	-	-	-	-
Asian	35	35	36	36	13	13	84	84	100	Yes	1
Black or African American	48	48	48	48	12	12	108	108	100	Yes	1
Hispanic or Latino	27	27	27	26	11	11	65	64	98	Yes	1
Multi-Race, Not Hispanic or Latino	24	23	24	23	16	16	64	62	97	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	150	149	150	147	42	41	342	337	99	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