Massachusetts School and District Profiles

Charles Jaworek School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Charles Jaworek School

Organization Information

DISTRICT NAME
Marlborough (01700000)

TITLE I STATUS
Title I School

SCHOOL
Charles Jaworek School (01700030)

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

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
52% - Substantial progress toward targets	30

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	55%	51%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	52%
	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	1	4	-	3	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	1	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	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		4.0	9.6	-	4.5	7.6	-
Percentage of possible points		42%		-	59%		-
2026 Annual criterion-referenced target percentage		51%

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	-	3	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	0	4	10.0
Weighted total		3.4	9.6	-	5.6	7.6	-
Percentage of possible points		35%		-	74%		-
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	42%	52%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	48%
	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	2	4	-
	Science achievement	2	4	-
	Achievement total	6	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		5.4	10.3	-
Percentage of possible points		52%		-
2026 Annual criterion-referenced target percentage		52%

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	1	4	-
	Science achievement	0	4	-
	Achievement total	4	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		4.3	10.3	-
Percentage of possible points		42%		-
2025 Annual criterion-referenced target percentage		42%

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	488.0	488.0	0.0	491.2	299	1	Recovery Path: No Change
Lowest Performing	462.3	466.9	4.6	467.4	41	3	Path Forward: Met Target
High Needs	482.2	482.9	0.7	484.8	231	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	479.7	480.6	0.9	483.2	157	2	Recovery Path: Improved Below Target
Low Income	481.4	483.4	2.0	484.0	196	2	Recovery Path: Improved Below Target
Students with Disabilities	471.9	466.3	-5.6	474.6	54	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	26	-	-
Hispanic or Latino	481.3	483.7	2.4	484.8	148	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.1	493.3	-2.8	498.7	106	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	485.8	485.4	-0.4	488.5	298	1	Recovery Path: No Change
Lowest Performing	459.3	461.7	2.4	464.8	41	2	Recovery Path: Improved Below Target
High Needs	480.2	480.8	0.6	482.7	230	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	480.4	479.3	-1.1	483.0	156	0	Recovery Path: Declined
Low Income	480.3	480.8	0.5	482.3	195	2	Recovery Path: Improved Below Target
Students with Disabilities	468.1	464.3	-3.8	470.8	54	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	26	-	-
Hispanic or Latino	480.1	481.7	1.6	482.8	148	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.7	490.1	-2.6	495.3	105	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	484.2	484.5	0.3	487.8	97	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	12	-	-
High Needs	476.2	476.3	0.1	480.0	67	2	Path Forward: Improved Below Target
English Learners and Former English Learners	473.8	469.8	-4.0	477.9	45	0	Path Forward: Declined
Low Income	474.8	477.3	2.5	478.8	58	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	474.6	477.3	2.7	478.2	47	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.5	494.0	0.5	497.2	39	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.1	192	3	Typical Growth - High
Lowest Performing	47.8	41	2	Typical Growth - Low
High Needs	52.9	142	3	Typical Growth - High
English Learners and Former English Learners	55.0	96	3	Typical Growth - High
Low Income	53.1	122	3	Typical Growth - High
Students with Disabilities	39.2	37	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	4	-	-
Black or African American	-	15	-	-
Hispanic or Latino	51.1	96	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	61.1	72	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.1	196	2	Typical Growth - Low
Lowest Performing	39.0	41	1	Low Growth
High Needs	42.4	146	2	Typical Growth - Low
English Learners and Former English Learners	42.0	99	2	Typical Growth - Low
Low Income	42.6	125	2	Typical Growth - Low
Students with Disabilities	31.1	37	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	4	-	-
Black or African American	-	16	-	-
Hispanic or Latino	43.9	99	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.4	72	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	57.9	59.6	1.7	61.9	213	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	57.9	59.6	1.7	61.9	213	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	11.8	10.5	-1.3	10.3	554	3	Met Target
Lowest Performing	20.5	12.2	-8.3	15.9	41	4	Exceeded Target
High Needs	14.3	12.8	-1.5	11.9	439	2	Improved Below Target
English Learners and Former English Learners	15.9	14.0	-1.9	12.4	315	2	Improved Below Target
Low Income	15.3	13.2	-2.1	12.1	370	2	Improved Below Target
Students with Disabilities	19.2	17.7	-1.5	15.6	96	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	48	-	-
Hispanic or Latino	15.6	16.6	1.0	11.4	296	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.3	4.5	-0.8	3.5	178	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	320	320	100	Yes	1	320	320	100	Yes	1	100	100	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	245	245	244	244	69	69	558	558	100	Yes	1
English Learners and Former English Learners	169	169	168	168	47	47	384	384	100	Yes	1
Low Income	209	209	208	208	60	60	477	477	100	Yes	1
Students with Disabilities	59	59	59	59	16	16	134	134	100	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	8	8	9	9	3	3	20	-	-	-	-
Black or African American	27	27	27	27	7	7	61	61	100	Yes	1
Hispanic or Latino	160	160	160	160	48	48	368	368	100	Yes	1
Multi-Race, Not Hispanic or Latino	11	11	11	11	2	2	24	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	106	106	105	105	39	39	250	250	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