Massachusetts School and District Profiles

Martin Luther King Jr.

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Martin Luther King Jr.

Organization Information

DISTRICT NAME
Cambridge (00490000)

TITLE I STATUS
Non-Title I School

SCHOOL
Martin Luther King Jr. (00490030)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
75% - Meeting or exceeding targets	91

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	82%	70%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	75%
	Meeting or exceeding 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	4	4	-	3	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	8	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	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	4	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		6.6	9.6	-	5.4	7.6	-
Percentage of possible points		69%		-	71%		-
2026 Annual criterion-referenced target percentage		70%

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	4	4	-	3	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	22.5	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		9.6	10.3	-	5.4	7.6	-
Percentage of possible points		93%		-	71%		-
2025 Annual criterion-referenced target percentage		82%

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	76%	71%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	73%
	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	3	4	-
	Science achievement	-	-	-
	Achievement total	6	8	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		5.4	7.6	-
Percentage of possible points		71%		-
2026 Annual criterion-referenced target percentage		71%

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	3	4	-
	Science achievement	-	-	-
	Achievement total	6	8	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		5.8	7.6	-
Percentage of possible points		76%		-
2025 Annual criterion-referenced target percentage		76%

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	518.9	509.6	-9.3	520.3	172	4	Path Forward: Exceeded Target
Lowest Performing	488.0	492.0	4.0	492.2	21	3	Recovery Path: Met Target
High Needs	506.8	496.4	-10.4	509.1	91	3	Path Forward: Met Target
English Learners and Former English Learners	509.1	495.2	-13.9	511.5	44	3	Path Forward: Met Target
Low Income	506.7	490.1	-16.6	508.8	57	0	Path Forward: Declined
Students with Disabilities	497.2	488.1	-9.1	499.8	36	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	520.6	519.3	-1.3	523.3	58	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	33	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	522.9	516.5	-6.4	524.3	38	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	522.0	517.4	-4.6	523.5	28	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	521.2	513.1	-8.1	522.7	172	4	Path Forward: Exceeded Target
Lowest Performing	490.7	494.2	3.5	495.8	21	3	Path Forward: Met Target
High Needs	508.9	498.7	-10.2	511.4	91	3	Path Forward: Met Target
English Learners and Former English Learners	515.1	500.4	-14.7	518.1	44	0	Path Forward: Declined
Low Income	505.7	493.2	-12.5	508.1	57	0	Path Forward: Declined
Students with Disabilities	503.5	489.7	-13.8	506.7	36	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	525.5	525.7	0.2	528.5	58	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	33	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	520.8	520.8	0.0	522.3	38	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	527.1	517.8	-9.3	528.8	28	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	521.3	501.2	-20.1	523.5	61	0	Path Forward: Declined
Lowest Performing	-	-	-	-	15	-	-
High Needs	-	-	-	-	33	-	-
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	-	-	-	-	23	-	-
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	19	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	11	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.7	110	3	Typical Growth - High
Lowest Performing	56.0	21	3	Typical Growth - High
High Needs	55.2	53	3	Typical Growth - High
English Learners and Former English Learners	59.7	24	3	Typical Growth - High
Low Income	54.7	36	3	Typical Growth - High
Students with Disabilities	45.0	25	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	64.4	38	4	Exceeded Typical Growth
Black or African American	-	21	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	44.1	24	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	19	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.3	113	4	Exceeded Typical Growth
Lowest Performing	57.0	21	3	Typical Growth - High
High Needs	55.3	56	3	Typical Growth - High
English Learners and Former English Learners	63.6	27	4	Exceeded Typical Growth
Low Income	51.6	39	3	Typical Growth - High
Students with Disabilities	48.9	25	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	71.9	39	4	Exceeded Typical Growth
Black or African American	-	23	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	58.7	24	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	19	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	75.0	87.5	12.5	79.0	40	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	75.0	87.5	12.5	79.0	40	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	5.1	9.1	4.0	4.0	318	0	Declined
Lowest Performing	9.1	13.6	4.5	5.8	22	0	Declined
High Needs	7.7	13.6	5.9	5.6	162	0	Declined
English Learners and Former English Learners	4.4	6.3	1.9	1.4	80	0	Declined
Low Income	10.7	16.0	5.3	6.4	94	0	Declined
Students with Disabilities	9.5	18.2	8.7	7.0	55	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	3.2	3.8	0.6	1.1	106	4	Exceeded Target
Black or African American	-	-	-	-	49	-	-
Hispanic or Latino	-	-	-	-	22	-	-
Multi-Race, Not Hispanic or Latino	4.7	13.0	8.3	3.6	77	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.6	7.8	2.2	4.4	64	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	188	188	100	Yes	1	188	188	100	Yes	1	67	66	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	102	102	102	102	37	36	241	240	100	Yes	1
English Learners and Former English Learners	52	52	52	52	20	19	124	123	99	Yes	1
Low Income	65	65	65	65	23	23	153	153	100	Yes	1
Students with Disabilities	40	40	40	40	16	16	96	96	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	60	60	60	60	22	21	142	141	99	Yes	1
Black or African American	37	37	37	37	13	13	87	87	100	Yes	1
Hispanic or Latino	19	19	19	19	8	8	46	-	-	-	-
Multi-Race, Not Hispanic or Latino	39	39	39	39	11	11	89	89	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	33	33	33	33	13	13	79	79	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