Massachusetts School and District Profiles

Flagg Street

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Flagg Street

Organization Information

DISTRICT NAME
Worcester (03480000)

TITLE I STATUS
Non-Title I School

SCHOOL
Flagg Street (03480090)

GRADES SERVED
K,01,02,03,04,05,06

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
83% - Meeting or exceeding targets	85

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	74%	89%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	83%
	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	3	4	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	10	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	4	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	3	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		8.0	9.6	-	7.2	7.6	-
Percentage of possible points		83%		-	95%		-
2026 Annual criterion-referenced target percentage		89%

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	2	4	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	8	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	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	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		6.9	9.6	-	5.8	7.6	-
Percentage of possible points		72%		-	76%		-
2025 Annual criterion-referenced target percentage		74%

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	52%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	54%
	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	0	4	-
	Mathematics achievement	3	4	-
	Science achievement	3	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	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		5.8	10.3	-
Percentage of possible points		56%		-
2026 Annual criterion-referenced target percentage		56%

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	3	4	-
	Science achievement	1	4	-
	Achievement total	5	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		5.3	10.3	-
Percentage of possible points		52%		-
2025 Annual criterion-referenced target percentage		52%

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	502.2	503.6	1.4	504.7	221	3	Recovery Path: Met Target
Lowest Performing	470.0	478.2	8.2	475.1	38	4	Path Forward: Exceeded Target
High Needs	493.5	492.2	-1.3	495.9	99	0	Recovery Path: Declined
English Learners and Former English Learners	494.8	490.3	-4.5	498.4	41	0	Recovery Path: Declined
Low Income	490.9	492.0	1.1	493.8	64	2	Recovery Path: Improved Below Target
Students with Disabilities	477.4	480.7	3.3	480.1	36	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	502.9	503.5	0.6	505.5	27	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.2	504.9	0.7	506.8	162	3	Recovery Path: 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	505.3	508.3	3.0	506.8	220	4	Path Forward: Exceeded Target
Lowest Performing	480.5	491.1	10.6	483.7	38	4	Recovery Path: Exceeded Target
High Needs	499.0	500.7	1.7	500.9	98	3	Recovery Path: Met Target
English Learners and Former English Learners	502.3	501.7	-0.6	505.3	40	0	Path Forward: Declined
Low Income	497.4	501.6	4.2	499.8	64	4	Path Forward: Exceeded Target
Students with Disabilities	483.5	487.1	3.6	486.7	35	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	504.3	504.7	0.4	507.2	27	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.8	508.5	2.7	507.8	161	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	506.5	505.1	-1.4	508.7	52	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	14	-	-
High Needs	492.8	496.7	3.9	496.3	26	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	6	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.7	504.0	-3.7	509.9	41	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	59.8	163	3	Typical Growth - High
Lowest Performing	64.1	38	4	Exceeded Typical Growth
High Needs	59.1	76	3	Typical Growth - High
English Learners and Former English Learners	60.0	34	4	Exceeded Typical Growth
Low Income	62.0	50	4	Exceeded Typical Growth
Students with Disabilities	54.6	26	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	8	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	59.2	123	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	64.2	162	4	Exceeded Typical Growth
Lowest Performing	66.9	38	4	Exceeded Typical Growth
High Needs	63.8	75	4	Exceeded Typical Growth
English Learners and Former English Learners	63.2	33	4	Exceeded Typical Growth
Low Income	66.3	50	4	Exceeded Typical Growth
Students with Disabilities	57.6	25	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	8	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	63.2	122	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	66.7	69.2	2.5	70.7	26	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	66.7	69.2	2.5	70.7	26	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	7.2	5.8	-1.4	6.1	362	3	Met Target
Lowest Performing	7.3	10.5	3.2	4.0	38	0	Declined
High Needs	10.9	10.3	-0.6	8.8	165	2	Improved Below Target
English Learners and Former English Learners	9.3	14.3	5.0	6.3	56	0	Declined
Low Income	14.7	13.4	-1.3	10.4	112	2	Improved Below Target
Students with Disabilities	13.0	4.8	-8.2	10.5	62	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	23	-	-
Hispanic or Latino	4.1	4.8	0.7	1.0	42	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	27	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.7	5.5	-2.2	6.5	253	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	230	226	98	Yes	1	229	225	98	Yes	1	54	52	96	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	106	103	106	103	28	26	240	232	97	Yes	1
English Learners and Former English Learners	45	44	45	44	14	13	104	101	97	Yes	1
Low Income	69	69	69	69	17	17	155	155	100	Yes	1
Students with Disabilities	39	37	39	36	8	6	86	79	95	Yes	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	8	8	8	8	1	1	17	-	-	-	-
Black or African American	13	13	13	13	1	1	27	-	-	-	-
Hispanic or Latino	27	27	27	27	5	5	59	59	100	Yes	1
Multi-Race, Not Hispanic or Latino	14	14	14	14	4	4	32	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	168	164	167	163	43	41	378	368	97	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