Massachusetts School and District Profiles

Cambridge Rindge and Latin

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Cambridge Rindge and Latin

Organization Information

DISTRICT NAME
Cambridge (00490000)

TITLE I STATUS
Title I School

SCHOOL
Cambridge Rindge and Latin (00490506)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Students with Disabilities -All Students

Progress toward improvement targets	Accountability percentile
40% - Moderate 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	43%	37%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	40%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	0	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	1	4	-	0	4	-
	Achievement total	6	12	40.0	0	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	6	8	20.0	5	8	22.5
High school completion	Four-year cohort graduation rate	1	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	9	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	6	8	10.0	4	4	10.0
Weighted total		6.0	10.0	-	1.5	10.3	-
Percentage of possible points		60%		-	15%		-
2026 Annual criterion-referenced target percentage		37%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	0	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	2	4	-	2	4	-
	Achievement total	5	12	40.0	2	12	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	5	8	20.0	7	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	9	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	2	8	10.0	4	4	10.0
Weighted total		5.4	10.0	-	3.3	10.3	-
Percentage of possible points		54%		-	32%		-
2025 Annual criterion-referenced target percentage		43%

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	39%	47%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	44%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	3	12	47.5
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	1	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	9	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	6	8	10.0
Weighted total		5.0	10.7	-
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 (High school grades)
Indicator		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	47.5
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	2	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	0	4	-
	High school completion total	6	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	0	8	10.0
Weighted total		4.2	10.7	-
Percentage of possible points		39%		-
2025 Annual criterion-referenced target percentage		39%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	503.8	503.9	0.1	505.9	459	2	Path Forward: Improved Below Target
Lowest Performing	479.2	477.5	-1.7	484.3	81	0	Path Forward: Declined
High Needs	489.6	489.1	-0.5	492.9	226	1	Path Forward: No Change
English Learners and Former English Learners	473.4	474.8	1.4	476.3	52	2	Path Forward: Improved Below Target
Low Income	489.0	488.2	-0.8	491.8	175	0	Path Forward: Declined
Students with Disabilities	485.5	479.9	-5.6	488.1	90	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	510.4	507.9	-2.5	514.1	57	3	Path Forward: Met Target
Black or African American	487.9	487.5	-0.4	492.5	122	1	Path Forward: No Change
Hispanic or Latino	492.3	500.6	8.3	494.3	65	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	512.6	515.6	3.0	514.7	39	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.7	513.1	-0.6	515.8	173	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	507.6	509.7	2.1	510.4	451	3	Path Forward: Met Target
Lowest Performing	480.0	477.3	-2.7	485.1	81	0	Path Forward: Declined
High Needs	492.2	493.8	1.6	496.3	218	2	Path Forward: Improved Below Target
English Learners and Former English Learners	485.0	486.1	1.1	490.1	48	2	Path Forward: Improved Below Target
Low Income	491.1	492.6	1.5	495.1	169	2	Path Forward: Improved Below Target
Students with Disabilities	485.5	484.3	-1.2	489.9	84	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	518.5	520.2	1.7	522.6	57	4	Path Forward: Exceeded Target
Black or African American	488.8	490.5	1.7	493.5	117	2	Path Forward: Improved Below Target
Hispanic or Latino	492.7	507.4	14.7	497.8	62	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	519.1	520.2	1.1	521.9	40	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	517.4	518.2	0.8	520.3	172	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	502.0	501.9	-0.1	505.2	445	1	Recovery Path: No Change
Lowest Performing	478.6	471.6	-7.0	483.3	81	0	Path Forward: Declined
High Needs	488.7	485.7	-3.0	491.7	211	0	Recovery Path: Declined
English Learners and Former English Learners	481.2	477.7	-3.5	485.5	40	0	Path Forward: Declined
Low Income	486.8	484.8	-2.0	489.7	161	0	Recovery Path: Declined
Students with Disabilities	483.8	477.0	-6.8	487.0	91	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	512.5	510.7	-1.8	515.8	50	3	Recovery Path: Met Target
Black or African American	484.6	482.2	-2.4	487.6	108	0	Path Forward: Declined
Hispanic or Latino	491.9	498.1	6.2	494.6	66	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	508.7	508.9	0.2	511.6	43	3	Recovery Path: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.9	511.5	1.6	513.4	175	3	Recovery Path: Met Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.6	341	2	Typical Growth - Low
Lowest Performing	46.9	81	2	Typical Growth - Low
High Needs	42.3	178	2	Typical Growth - Low
English Learners and Former English Learners	50.7	25	3	Typical Growth - High
Low Income	40.9	136	2	Typical Growth - Low
Students with Disabilities	39.8	75	1	Low Growth
American Indian or Alaska Native	-	2	-	-
Asian	45.9	42	2	Typical Growth - Low
Black or African American	45.5	91	2	Typical Growth - Low
Hispanic or Latino	44.4	55	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	41.0	23	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	39.7	128	1	Low Growth

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	63.5	340	4	Exceeded Typical Growth
Lowest Performing	54.2	81	3	Typical Growth - High
High Needs	59.5	175	3	Typical Growth - High
English Learners and Former English Learners	61.1	25	4	Exceeded Typical Growth
Low Income	59.3	136	3	Typical Growth - High
Students with Disabilities	53.7	72	3	Typical Growth - High
American Indian or Alaska Native	-	2	-	-
Asian	70.4	42	4	Exceeded Typical Growth
Black or African American	56.6	89	3	Typical Growth - High
Hispanic or Latino	64.7	55	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	63.8	23	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	65.8	129	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	94.2	94.2	0.0	95.0	513	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	91.0	90.7	-0.3	95.0	311	1	No Change
English Learners and Former English Learners	80.0	92.9	12.9	87.9	28	4	Exceeded Target
Low Income	91.1	89.7	-1.4	95.0	272	0	Declined
Students with Disabilities	87.0	81.7	-5.3	94.3	104	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	98.0	95.2	-2.8	95.0	63	3	Met Target
Black or African American	92.6	92.8	0.2	95.0	153	2	Improved Below Target
Hispanic or Latino	89.3	88.9	-0.4	93.8	63	1	No Change
Multi-Race, Not Hispanic or Latino	91.3	91.2	-0.1	93.8	57	1	No Change
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	97.5	97.7	0.2	95.0	177	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.1	97.8	-0.3	95.0	452	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.2	96.8	-0.4	95.0	279	4	Exceeded Target
English Learners and Former English Learners	96.4	93.3	-3.1	95.0	30	0	Declined
Low Income	96.7	96.6	-0.1	95.0	237	4	Exceeded Target
Students with Disabilities	96.2	98.1	1.9	95.0	108	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	98.2	100.0	1.8	95.0	49	4	Exceeded Target
Black or African American	96.7	99.2	2.5	95.0	121	4	Exceeded Target
Hispanic or Latino	97.4	93.3	-4.1	95.0	75	0	Declined
Multi-Race, Not Hispanic or Latino	100.0	95.7	-4.3	95.0	46	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.8	98.8	0.0	95.0	161	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.8	0.6	-0.2	1.0	2,049	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	1.6	1.1	-0.5	1.4	996	4	Exceeded Target
English Learners and Former English Learners	6.8	2.2	-4.6	6.1	139	4	Exceeded Target
Low Income	1.2	1.3	0.1	1.0	779	0	Declined
Students with Disabilities	0.8	1.3	0.5	1.0	371	0	Declined
American Indian or Alaska Native	-	-	-	-	8	-	-
Asian	0.0	0.0	0.0	1.0	267	4	Exceeded Target
Black or African American	1.2	0.9	-0.3	1.0	536	4	Exceeded Target
Hispanic or Latino	2.5	1.0	-1.5	2.2	287	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	0.5	1.9	1.4	1.0	206	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.1	0.1	0.0	1.0	745	3	Met Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	62.6	40.7	-21.9	68.1	108	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	62.6	40.7	-21.9	68.1	108	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 - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	36.3	24.1	-12.2	34.0	2,092	4	Exceeded Target
Lowest Performing	39.0	28.4	-10.6	33.2	81	4	Exceeded Target
High Needs	47.0	32.9	-14.1	43.2	1,007	4	Exceeded Target
English Learners and Former English Learners	31.7	25.2	-6.5	27.5	250	4	Exceeded Target
Low Income	48.4	33.2	-15.2	43.3	802	4	Exceeded Target
Students with Disabilities	50.4	37.7	-12.7	46.0	350	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	7	-	-
Asian	26.6	22.1	-4.5	24.0	280	4	Exceeded Target
Black or African American	43.1	29.8	-13.3	40.0	541	4	Exceeded Target
Hispanic or Latino	43.9	31.4	-12.5	39.9	287	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	43.5	19.4	-24.1	41.2	206	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	29.7	19.2	-10.5	27.2	771	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	74.1	76.8	2.7	78.2	1,048	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	55.0	59.8	4.8	61.1	500	2	Improved Below Target
English Learners and Former English Learners	36.8	53.6	16.8	43.5	112	4	Exceeded Target
Low Income	57.4	60.9	3.5	64.2	402	2	Improved Below Target
Students with Disabilities	33.5	39.0	5.5	41.6	164	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	85.5	86.1	0.6	90.8	144	3	Met Target
Black or African American	61.9	65.3	3.4	70.9	277	2	Improved Below Target
Hispanic or Latino	60.9	59.3	-1.6	68.3	140	0	Declined
Multi-Race, Not Hispanic or Latino	77.6	86.0	8.4	81.7	100	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	84.0	86.2	2.2	88.1	383	3	Met Target

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	499	480	96	Yes	1	499	471	94	No	1	501	492	98	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	255	244	252	233	255	248	762	725	95	Yes	1
English Learners and Former English Learners	64	63	63	57	64	59	191	179	95	Yes	2
Low Income	197	188	196	181	197	192	590	561	95	Yes	1
Students with Disabilities	98	92	97	86	98	96	293	274	94	No	1
American Indian or Alaska Native	3	3	3	3	3	3	9	-	-	-	-
Asian	66	65	65	64	66	64	197	193	98	Yes	1
Black or African American	132	127	132	123	133	131	397	381	96	Yes	1
Hispanic or Latino	70	68	70	65	70	69	210	202	96	Yes	1
Multi-Race, Not Hispanic or Latino	46	41	45	41	46	46	137	128	95	Yes	2
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	182	176	184	175	183	179	549	530	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