Massachusetts School and District Profiles

Greenwood Sarah K-8 School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Greenwood Sarah K-8 School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Greenwood Sarah K-8 School (00350308)

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: Students with Disabilities

Low participation rate: Black or African American

Progress toward improvement targets	Accountability percentile
58% - Substantial progress toward targets	5

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	55%	61%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	58%
	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	0	4	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	60.0	8	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	20.0	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	2	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		3.4	9.6	-	6.5	7.6	-
Percentage of possible points		35%		-	86%		-
2026 Annual criterion-referenced target percentage		61%

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	1	4	-	2	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	20.0	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	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		4.1	9.6	-	5.1	7.6	-
Percentage of possible points		43%		-	67%		-
2025 Annual criterion-referenced target percentage		55%

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	15%	42%
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	1	4	-
	Mathematics achievement	2	4	-
	Science achievement	2	4	-
	Achievement total	5	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		4.3	10.3	-
Percentage of possible points		42%		-
2026 Annual criterion-referenced target percentage		42%

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	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.5	10.3	-
Percentage of possible points		15%		-
2025 Annual criterion-referenced target percentage		15%

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	469.8	469.1	-0.7	472.4	213	0	Recovery Path: Declined
Lowest Performing	447.6	455.0	7.4	452.7	36	4	Path Forward: Exceeded Target
High Needs	467.9	467.5	-0.4	470.4	198	1	Recovery Path: No Change
English Learners and Former English Learners	468.1	466.1	-2.0	472.2	164	0	Recovery Path: Declined
Low Income	467.8	467.1	-0.7	470.5	186	0	Recovery Path: Declined
Students with Disabilities	455.4	456.2	0.8	457.7	46	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	469.1	468.5	-0.6	473.0	193	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	2	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	470.0	470.4	0.4	472.8	211	2	Recovery Path: Improved Below Target
Lowest Performing	451.6	456.4	4.8	455.5	36	4	Recovery Path: Exceeded Target
High Needs	467.8	468.8	1.0	470.3	196	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	468.6	468.4	-0.2	472.1	163	1	Path Forward: No Change
Low Income	467.7	468.2	0.5	470.3	185	2	Recovery Path: Improved Below Target
Students with Disabilities	457.3	458.5	1.2	461.0	45	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	469.8	469.7	-0.1	472.9	192	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	2	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	476.9	477.1	0.2	481.2	60	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	14	-	-
High Needs	473.0	476.2	3.2	477.3	58	2	Path Forward: Improved Below Target
English Learners and Former English Learners	475.1	475.1	0.0	479.3	50	1	Path Forward: No Change
Low Income	472.7	475.4	2.7	476.8	55	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	476.2	476.8	0.6	480.1	57	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.1	161	2	Typical Growth - Low
Lowest Performing	46.4	36	2	Typical Growth - Low
High Needs	44.9	150	2	Typical Growth - Low
English Learners and Former English Learners	46.0	123	2	Typical Growth - Low
Low Income	44.9	138	2	Typical Growth - Low
Students with Disabilities	35.0	37	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	13	-	-
Hispanic or Latino	45.9	144	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	2	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.0	162	2	Typical Growth - Low
Lowest Performing	38.5	36	1	Low Growth
High Needs	48.9	151	2	Typical Growth - Low
English Learners and Former English Learners	49.4	125	2	Typical Growth - Low
Low Income	49.3	140	2	Typical Growth - Low
Students with Disabilities	34.9	36	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	12	-	-
Hispanic or Latino	49.0	146	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	2	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	39.7	40.9	1.2	44.9	171	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	39.7	40.9	1.2	44.9	171	2	Improved Below 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	22.4	24.5	2.1	20.2	322	0	Declined
Lowest Performing	28.2	22.2	-6.0	23.3	36	4	Exceeded Target
High Needs	22.5	24.8	2.3	20.0	307	0	Declined
English Learners and Former English Learners	21.1	23.8	2.7	17.8	260	0	Declined
Low Income	22.8	24.2	1.4	20.1	289	0	Declined
Students with Disabilities	39.0	36.8	-2.2	34.7	68	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	30	-	-
Hispanic or Latino	21.7	22.5	0.8	17.9	284	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	4	-	-

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	232	229	99	Yes	1	232	229	99	Yes	1	70	66	97	Yes	2

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	217	214	217	214	68	64	502	492	98	Yes	1
English Learners and Former English Learners	175	174	175	175	57	55	407	404	99	Yes	1
Low Income	204	201	204	202	64	61	472	464	98	Yes	1
Students with Disabilities	57	55	57	54	17	14	131	123	96	Yes	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	23	21	23	20	5	4	51	45	94	No	2
Hispanic or Latino	203	202	203	203	65	62	471	467	99	Yes	1
Multi-Race, Not Hispanic or Latino	3	3	3	3	0	0	6	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	3	3	3	3	0	0	6	-	-	-	-

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