Massachusetts School and District Profiles

Winship Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Winship Elementary School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Winship Elementary School (00350374)

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

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
53% - Substantial progress toward targets	66

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	64%	46%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	53%
	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	0	4	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	5	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		2.8	9.6	-	4.7	7.6	-
Percentage of possible points		29%		-	62%		-
2026 Annual criterion-referenced target percentage		46%

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	1	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		5.4	9.6	-	5.4	7.6	-
Percentage of possible points		56%		-	71%		-
2025 Annual criterion-referenced target percentage		64%

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	67%	18%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	37%
	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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	1	4	-
	Achievement total	1	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		1.8	10.3	-
Percentage of possible points		18%		-
2026 Annual criterion-referenced target percentage		18%

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	4	4	-
	Mathematics achievement	2	4	-
	Science achievement	2	4	-
	Achievement total	8	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	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		6.9	10.3	-
Percentage of possible points		67%		-
2025 Annual criterion-referenced target percentage		67%

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	503.6	503.1	-0.5	506.7	170	3	Recovery Path: Met Target
Lowest Performing	472.9	476.9	4.0	478.0	30	2	Path Forward: Improved Below Target
High Needs	497.4	494.4	-3.0	499.9	112	0	Recovery Path: Declined
English Learners and Former English Learners	495.0	493.4	-1.6	498.4	69	0	Recovery Path: Declined
Low Income	495.0	490.4	-4.6	497.9	93	0	Recovery Path: Declined
Students with Disabilities	479.2	473.4	-5.8	482.1	25	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	508.0	514.6	6.6	510.6	28	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	492.8	489.2	-3.6	494.7	64	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	512.6	516.6	4.0	514.6	43	4	Path Forward: 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	501.6	498.6	-3.0	503.7	169	0	Path Forward: Declined
Lowest Performing	468.3	473.4	5.1	473.4	30	3	Path Forward: Met Target
High Needs	496.5	491.2	-5.3	499.1	112	0	Path Forward: Declined
English Learners and Former English Learners	496.5	492.4	-4.1	499.5	69	0	Recovery Path: Declined
Low Income	493.4	487.7	-5.7	495.8	93	0	Path Forward: Declined
Students with Disabilities	476.6	468.6	-8.0	479.9	25	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	513.7	515.5	1.8	517.4	28	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	489.5	485.8	-3.7	492.3	64	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.5	511.6	0.1	513.6	42	4	Path Forward: 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	501.3	497.7	-3.6	504.0	44	0	Path Forward: Declined
Lowest Performing	-	-	-	-	14	-	-
High Needs	491.8	491.3	-0.5	495.2	33	1	Path Forward: No Change
English Learners and Former English Learners	-	-	-	-	22	-	-
Low Income	489.0	490.0	1.0	492.4	27	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	6	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	10	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.5	125	3	Typical Growth - High
Lowest Performing	57.0	30	3	Typical Growth - High
High Needs	56.4	81	3	Typical Growth - High
English Learners and Former English Learners	61.2	50	4	Exceeded Typical Growth
Low Income	55.0	65	3	Typical Growth - High
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	19	-	-
Black or African American	-	14	-	-
Hispanic or Latino	56.1	46	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	62.3	35	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.0	125	2	Typical Growth - Low
Lowest Performing	51.7	30	3	Typical Growth - High
High Needs	44.6	82	2	Typical Growth - Low
English Learners and Former English Learners	47.4	51	2	Typical Growth - Low
Low Income	44.5	66	2	Typical Growth - Low
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	19	-	-
Black or African American	-	14	-	-
Hispanic or Latino	45.5	47	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.3	34	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	79.1	59.1	-20.0	81.3	66	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	79.1	59.1	-20.0	81.3	66	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	9.5	12.7	3.2	8.2	275	0	Declined
Lowest Performing	19.4	20.0	0.6	15.9	30	0	Declined
High Needs	10.8	13.6	2.8	8.2	198	0	Declined
English Learners and Former English Learners	7.0	8.6	1.6	4.0	140	0	Declined
Low Income	13.7	16.1	2.4	10.0	149	0	Declined
Students with Disabilities	12.5	22.0	9.5	9.2	41	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	4.0	5.5	1.5	1.1	55	3	Met Target
Black or African American	-	-	-	-	26	-	-
Hispanic or Latino	16.2	13.6	-2.6	12.5	103	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.1	12.7	7.6	3.7	71	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	181	179	99	Yes	1	181	179	99	Yes	1	46	46	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	123	121	123	122	35	35	281	278	99	Yes	1
English Learners and Former English Learners	78	77	78	78	24	24	180	179	99	Yes	1
Low Income	102	100	102	101	29	29	233	230	99	Yes	1
Students with Disabilities	28	28	28	28	7	7	63	63	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	31	31	31	31	10	10	72	72	100	Yes	1
Black or African American	20	20	20	20	4	4	44	44	100	Yes	1
Hispanic or Latino	70	69	70	70	21	21	161	160	99	Yes	1
Multi-Race, Not Hispanic or Latino	15	15	15	15	1	1	31	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	45	44	45	43	10	10	100	97	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