Massachusetts School and District Profiles

McKay K-8 School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - McKay K-8 School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
McKay K-8 School (00350080)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
55% - Substantial progress toward targets	14

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	31%	71%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	55%
	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	2	4	-	3	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	8	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	1	4	10.0
Weighted total		6.4	9.6	-	5.7	7.6	-
Percentage of possible points		67%		-	75%		-
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	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	1	4	10.0
Weighted total		1.3	9.6	-	3.7	7.6	-
Percentage of possible points		14%		-	49%		-
2025 Annual criterion-referenced target percentage		31%

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	9%	47%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	31%
	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	3	4	-
	Science achievement	0	4	-
	Achievement total	5	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		4.8	10.3	-
Percentage of possible points		47%		-
2026 Annual criterion-referenced target percentage		47%

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	0	4	-
	Achievement total	0	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		0.9	10.3	-
Percentage of possible points		9%		-
2025 Annual criterion-referenced target percentage		9%

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	477.2	478.3	1.1	480.1	418	2	Recovery Path: Improved Below Target
Lowest Performing	453.9	458.9	5.0	459.0	76	3	Path Forward: Met Target
High Needs	475.7	476.9	1.2	478.5	390	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	472.9	475.1	2.2	475.9	311	2	Recovery Path: Improved Below Target
Low Income	476.5	476.7	0.2	478.9	320	2	Recovery Path: Improved Below Target
Students with Disabilities	464.0	462.9	-1.1	466.4	109	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	477.3	477.9	0.6	480.1	366	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	475.4	487.0	11.6	478.0	31	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	475.3	478.4	3.1	477.7	417	4	Recovery Path: Exceeded Target
Lowest Performing	456.5	462.2	5.7	460.9	76	4	Recovery Path: Exceeded Target
High Needs	474.6	477.4	2.8	477.0	390	3	Recovery Path: Met Target
English Learners and Former English Learners	473.4	476.2	2.8	476.5	311	3	Recovery Path: Met Target
Low Income	474.9	477.5	2.6	477.2	320	3	Recovery Path: Met Target
Students with Disabilities	464.2	464.1	-0.1	466.9	109	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	475.7	477.8	2.1	478.9	365	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	474.1	485.5	11.4	476.4	31	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	475.9	476.5	0.6	480.2	152	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	32	-	-
High Needs	475.7	475.0	-0.7	480.0	138	0	Path Forward: Declined
English Learners and Former English Learners	473.2	473.0	-0.2	477.4	107	1	Path Forward: No Change
Low Income	475.2	475.2	0.0	479.3	110	1	Path Forward: No Change
Students with Disabilities	466.2	458.9	-7.3	470.2	37	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	476.1	475.7	-0.4	480.0	135	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.6	337	3	Typical Growth - High
Lowest Performing	48.5	76	2	Typical Growth - Low
High Needs	52.5	314	3	Typical Growth - High
English Learners and Former English Learners	54.0	244	3	Typical Growth - High
Low Income	52.9	255	3	Typical Growth - High
Students with Disabilities	39.0	91	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	10	-	-
Hispanic or Latino	52.9	301	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	60.8	22	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.3	340	3	Typical Growth - High
Lowest Performing	47.3	76	2	Typical Growth - Low
High Needs	50.4	319	3	Typical Growth - High
English Learners and Former English Learners	50.0	249	3	Typical Growth - High
Low Income	50.6	260	3	Typical Growth - High
Students with Disabilities	43.1	91	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	10	-	-
Hispanic or Latino	49.7	303	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.8	23	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	49.0	54.1	5.1	54.4	233	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	49.0	54.1	5.1	54.4	233	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	19.2	19.6	0.4	17.0	557	1	No Change
Lowest Performing	18.2	18.4	0.2	13.3	76	1	No Change
High Needs	19.4	19.5	0.1	16.9	528	1	No Change
English Learners and Former English Learners	20.7	18.6	-2.1	17.4	425	2	Improved Below Target
Low Income	20.4	20.5	0.1	17.7	440	1	No Change
Students with Disabilities	23.5	23.6	0.1	19.2	140	1	No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	19.4	18.7	-0.7	15.6	492	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	18.8	26.3	7.5	15.9	38	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	435	433	100	Yes	1	435	432	99	Yes	1	156	154	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	407	405	407	405	142	140	956	950	99	Yes	1
English Learners and Former English Learners	327	325	327	325	110	109	764	759	99	Yes	1
Low Income	332	331	332	331	113	112	777	774	100	Yes	1
Students with Disabilities	111	110	111	110	38	37	260	257	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	5	5	5	5	2	2	12	-	-	-	-
Black or African American	12	12	12	12	2	2	26	-	-	-	-
Hispanic or Latino	380	378	380	377	138	137	898	892	99	Yes	1
Multi-Race, Not Hispanic or Latino	4	4	4	4	1	1	9	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	34	34	34	34	13	12	81	80	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