Massachusetts School and District Profiles

West Tatnuck

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - West Tatnuck

Organization Information

DISTRICT NAME
Worcester (03480000)

TITLE I STATUS
Title I School

SCHOOL
West Tatnuck (03480260)

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
57% - Substantial progress toward targets	77

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	44%	65%
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		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	-	2	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	60.0	4	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		7.2	9.6	-	4.2	7.6	-
Percentage of possible points		75%		-	55%		-
2026 Annual criterion-referenced target percentage		65%

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	3	4	-	4	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	60.0	4	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	2	4	-	1	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	3	4	10.0
Weighted total		3.3	9.6	-	4.1	7.6	-
Percentage of possible points		34%		-	54%		-
2025 Annual criterion-referenced target percentage		44%

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	35%	72%
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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	4	4	-
	Achievement total	9	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		7.4	10.3	-
Percentage of possible points		72%		-
2026 Annual criterion-referenced target percentage		72%

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	3	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	3	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	2	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		3.6	10.3	-
Percentage of possible points		35%		-
2025 Annual criterion-referenced target percentage		35%

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	506.4	506.0	-0.4	509.1	160	3	Recovery Path: Met Target
Lowest Performing	479.3	480.0	0.7	484.4	27	2	Path Forward: Improved Below Target
High Needs	501.2	495.6	-5.6	503.8	86	3	Recovery Path: Met Target
English Learners and Former English Learners	502.3	496.2	-6.1	506.3	44	3	Recovery Path: Met Target
Low Income	499.1	495.7	-3.4	502.1	58	3	Recovery Path: Met Target
Students with Disabilities	488.6	479.6	-9.0	491.0	30	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	499.7	502.5	2.8	501.9	21	4	Path Forward: Exceeded Target
Hispanic or Latino	502.1	499.8	-2.3	505.6	32	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.1	507.8	-1.3	512.3	80	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	501.5	504.3	2.8	504.4	160	3	Recovery Path: Met Target
Lowest Performing	480.4	485.4	5.0	486.6	27	2	Recovery Path: Improved Below Target
High Needs	496.1	496.8	0.7	499.1	86	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	500.0	500.6	0.6	502.8	44	2	Recovery Path: Improved Below Target
Low Income	492.9	494.4	1.5	496.0	58	2	Recovery Path: Improved Below Target
Students with Disabilities	486.1	484.0	-2.1	489.3	30	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	493.4	498.6	5.2	496.4	21	4	Path Forward: Exceeded Target
Hispanic or Latino	496.8	500.0	3.2	500.2	32	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.7	506.2	3.5	504.8	80	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	496.5	504.3	7.8	498.7	40	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	13	-	-
High Needs	489.5	493.9	4.4	493.0	21	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	12	-	-
Students with Disabilities	-	-	-	-	6	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.9	503.2	7.3	498.1	21	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.4	106	3	Typical Growth - High
Lowest Performing	48.3	27	2	Typical Growth - Low
High Needs	50.4	53	3	Typical Growth - High
English Learners and Former English Learners	58.7	25	3	Typical Growth - High
Low Income	51.9	31	3	Typical Growth - High
Students with Disabilities	-	14	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	9	-	-
Black or African American	-	13	-	-
Hispanic or Latino	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.0	55	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.0	106	3	Typical Growth - High
Lowest Performing	56.6	27	3	Typical Growth - High
High Needs	55.5	53	3	Typical Growth - High
English Learners and Former English Learners	57.0	25	3	Typical Growth - High
Low Income	52.6	31	3	Typical Growth - High
Students with Disabilities	-	14	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	9	-	-
Black or African American	-	13	-	-
Hispanic or Latino	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.9	55	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	66.7	62.5	-4.2	68.9	32	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	66.7	62.5	-4.2	68.9	32	0	Declined
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	10.7	12.3	1.6	9.6	244	0	Declined
Lowest Performing	3.7	3.7	0.0	1.0	27	4	Exceeded Target
High Needs	13.2	16.9	3.7	11.1	142	0	Declined
English Learners and Former English Learners	9.1	16.7	7.6	6.1	66	0	Declined
Low Income	13.8	19.4	5.6	9.5	103	0	Declined
Students with Disabilities	35.7	38.3	2.6	33.2	47	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	17	-	-
Black or African American	12.2	20.0	7.8	9.2	30	0	Declined
Hispanic or Latino	12.8	16.4	3.6	8.6	55	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.5	9.9	-0.6	9.3	121	2	Improved Below 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	167	166	99	Yes	1	167	167	100	Yes	1	43	43	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	93	92	93	93	24	24	210	209	100	Yes	1
English Learners and Former English Learners	50	49	50	50	12	12	112	111	99	Yes	1
Low Income	64	63	64	64	14	14	142	141	99	Yes	1
Students with Disabilities	31	30	31	31	7	7	69	68	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	13	13	13	13	3	3	29	-	-	-	-
Black or African American	23	23	23	23	7	7	53	53	100	Yes	1
Hispanic or Latino	33	32	33	33	8	8	74	73	99	Yes	1
Multi-Race, Not Hispanic or Latino	14	14	14	14	2	2	30	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	84	84	84	84	23	23	191	191	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