Massachusetts School and District Profiles

Boston Teachers Union Elementary Pilot School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Boston Teachers Union Elementary Pilot School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Boston Teachers Union Elementary Pilot School (00350012)

GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

REGION
Coastal

FEDERAL DESIGNATION
Targeted Support and Improvement (TSI), Additional Targeted Support and Improvement (ATSI)

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Low student group performance: Low Income -English Learners and Former English Learners -High Needs

Progress toward improvement targets	Accountability percentile
56% - Substantial progress toward targets	10

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	33%	71%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	56%
	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	-	-	-	-
	Mathematics achievement	2	4	-	-	-	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	12	60.0	-	-	-
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	4	8	20.0	-	-	-
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	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	-	-	-
Weighted total		6.8	9.6	-	-	-	-
Percentage of possible points		71%		-	-		-
2026 Annual criterion-referenced target percentage		71%

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	-	-	-	-
	Mathematics achievement	2	4	-	-	-	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	60.0	-	-	-
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	4	8	20.0	-	-	-
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	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-
Weighted total		3.2	9.6	-	-	-	-
Percentage of possible points		33%		-	-		-
2025 Annual criterion-referenced target percentage		33%

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%	61%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	46%
	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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	4	4	-
	Achievement total	8	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		6.3	10.3	-
Percentage of possible points		61%		-
2026 Annual criterion-referenced target percentage		61%

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	0	4	-
	Achievement total	2	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	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	484.3	487.5	3.2	487.6	106	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	18	-	-
High Needs	473.1	475.3	2.2	476.4	70	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	470.1	467.5	-2.6	474.1	30	0	Recovery Path: Declined
Low Income	471.7	473.4	1.7	475.1	56	2	Recovery Path: Improved Below Target
Students with Disabilities	467.3	471.3	4.0	471.0	40	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	474.0	474.4	0.4	477.1	44	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	508.3	507.0	-1.3	511.5	31	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	482.6	485.0	2.4	486.8	104	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	18	-	-
High Needs	473.0	473.3	0.3	477.5	70	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	471.0	468.5	-2.5	475.2	29	0	Recovery Path: Declined
Low Income	471.8	471.4	-0.4	476.6	56	1	Recovery Path: No Change
Students with Disabilities	468.2	471.3	3.1	472.4	40	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	473.5	475.0	1.5	477.6	43	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	503.2	504.8	1.6	507.7	30	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	479.7	485.0	5.3	483.3	30	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	8	-	-
High Needs	468.2	477.1	8.9	470.3	23	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	11	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.6	74	2	Typical Growth - Low
Lowest Performing	-	18	-	-
High Needs	46.8	48	2	Typical Growth - Low
English Learners and Former English Learners	45.1	23	2	Typical Growth - Low
Low Income	48.2	40	2	Typical Growth - Low
Students with Disabilities	41.4	25	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	9	-	-
Hispanic or Latino	46.5	32	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	48.7	22	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.2	73	2	Typical Growth - Low
Lowest Performing	-	18	-	-
High Needs	47.8	49	2	Typical Growth - Low
English Learners and Former English Learners	46.7	23	2	Typical Growth - Low
Low Income	47.0	39	2	Typical Growth - Low
Students with Disabilities	49.9	27	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	9	-	-
Hispanic or Latino	49.7	31	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	44.2	22	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	18.9	37.5	18.6	24.1	32	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	18.9	37.5	18.6	24.1	32	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	37.1	37.0	-0.1	35.6	173	2	Improved Below Target
Lowest Performing	-	-	-	-	18	-	-
High Needs	45.6	46.7	1.1	43.2	120	0	Declined
English Learners and Former English Learners	48.6	42.6	-6.0	45.1	61	4	Exceeded Target
Low Income	48.6	53.7	5.1	45.4	95	0	Declined
Students with Disabilities	44.8	46.9	2.1	41.2	64	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	29	-	-
Hispanic or Latino	44.3	51.5	7.2	40.1	68	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	23.4	24.0	0.6	21.6	50	0	Declined

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	115	112	97	Yes	1	114	110	96	Yes	1	32	31	97	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	79	76	78	76	25	24	182	176	97	Yes	1
English Learners and Former English Learners	35	35	34	34	10	9	79	78	99	Yes	1
Low Income	63	61	62	61	20	20	145	142	98	Yes	1
Students with Disabilities	44	42	44	42	17	16	105	100	95	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	1	1	1	1	0	0	2	-	-	-	-
Black or African American	18	18	18	18	5	5	41	-	-	-	-
Hispanic or Latino	48	47	47	46	10	9	105	102	97	Yes	1
Multi-Race, Not Hispanic or Latino	14	13	14	13	5	5	33	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	33	32	33	31	11	11	77	74	96	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