Massachusetts School and District Profiles

Worcester Dual Language Magnet School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Worcester Dual Language Magnet School

Organization Information

DISTRICT NAME
Worcester (03480000)

TITLE I STATUS
Title I School

SCHOOL
Worcester Dual Language Magnet School (03480052)

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

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
63% - Substantial progress toward targets	13

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	38%	80%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	63%
	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	-	3	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	60.0	7	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	1	4	10.0
Weighted total		7.8	9.6	-	6.0	7.6	-
Percentage of possible points		81%		-	79%		-
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	0	4	-	2	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	6	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	3	8	20.0	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	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		0.9	9.6	-	5.0	7.6	-
Percentage of possible points		9%		-	66%		-
2025 Annual criterion-referenced target percentage		38%

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	22%	57%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	43%
	Moderate 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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	2	4	-
	Achievement total	7	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		5.9	10.3	-
Percentage of possible points		57%		-
2026 Annual criterion-referenced target percentage		57%

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	2	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	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		2.3	10.3	-
Percentage of possible points		22%		-
2025 Annual criterion-referenced target percentage		22%

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	474.8	479.6	4.8	478.2	248	4	Path Forward: Exceeded Target
Lowest Performing	452.6	457.8	5.2	457.7	42	3	Path Forward: Met Target
High Needs	470.3	473.4	3.1	473.8	194	3	Path Forward: Met Target
English Learners and Former English Learners	467.7	471.2	3.5	471.4	160	3	Path Forward: Met Target
Low Income	467.3	471.4	4.1	470.3	152	4	Path Forward: Exceeded Target
Students with Disabilities	466.2	465.6	-0.6	470.3	48	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	471.4	476.6	5.2	474.7	195	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.9	492.2	3.3	492.4	34	3	Path Forward: 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	478.4	480.0	1.6	481.6	247	2	Path Forward: Improved Below Target
Lowest Performing	456.2	463.8	7.6	461.3	42	4	Path Forward: Exceeded Target
High Needs	474.2	475.1	0.9	477.5	193	2	Path Forward: Improved Below Target
English Learners and Former English Learners	473.1	473.7	0.6	476.6	159	2	Path Forward: Improved Below Target
Low Income	472.2	474.2	2.0	475.0	152	2	Path Forward: Improved Below Target
Students with Disabilities	467.9	467.2	-0.7	471.6	48	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	475.6	477.2	1.6	478.7	194	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.9	489.6	-1.3	494.6	34	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	473.5	480.7	7.2	477.8	61	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	12	-	-
High Needs	471.8	475.5	3.7	476.1	46	2	Path Forward: Improved Below Target
English Learners and Former English Learners	470.8	473.3	2.5	475.0	42	2	Path Forward: Improved Below Target
Low Income	471.4	473.5	2.1	475.5	37	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	475.4	474.9	-0.5	479.3	44	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	10	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.4	170	3	Typical Growth - High
Lowest Performing	48.9	42	2	Typical Growth - Low
High Needs	49.9	134	2	Typical Growth - Low
English Learners and Former English Learners	49.6	107	2	Typical Growth - Low
Low Income	48.7	107	2	Typical Growth - Low
Students with Disabilities	37.9	35	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	8	-	-
Hispanic or Latino	52.7	133	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.5	24	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.5	174	3	Typical Growth - High
Lowest Performing	54.5	42	3	Typical Growth - High
High Needs	54.1	138	3	Typical Growth - High
English Learners and Former English Learners	54.0	111	3	Typical Growth - High
Low Income	54.7	111	3	Typical Growth - High
Students with Disabilities	48.5	35	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	9	-	-
Hispanic or Latino	54.2	136	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.3	24	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	31.3	46.7	15.4	36.7	184	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	31.3	46.7	15.4	36.7	184	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	13.3	13.2	-0.1	11.1	387	2	Improved Below Target
Lowest Performing	14.0	14.3	0.3	9.1	42	1	No Change
High Needs	15.0	16.0	1.0	12.5	293	0	Declined
English Learners and Former English Learners	14.2	15.5	1.3	10.9	239	0	Declined
Low Income	17.5	18.7	1.2	14.8	214	0	Declined
Students with Disabilities	14.8	14.9	0.1	10.5	74	1	No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	15.5	16.1	0.6	11.7	299	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.0	3.6	-1.4	2.1	55	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	254	241	95	Yes	1	252	251	100	Yes	1	64	63	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	200	187	198	197	49	48	447	432	97	Yes	1
English Learners and Former English Learners	165	153	163	163	44	44	372	360	97	Yes	1
Low Income	155	144	154	153	39	38	348	335	96	Yes	1
Students with Disabilities	48	37	48	48	11	11	107	96	95	Yes	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	2	2	2	2	2	2	6	-	-	-	-
Black or African American	14	14	14	14	5	5	33	-	-	-	-
Hispanic or Latino	200	188	198	198	46	46	444	432	97	Yes	1
Multi-Race, Not Hispanic or Latino	4	3	4	3	1	0	9	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	34	34	34	34	10	10	78	78	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