Massachusetts School and District Profiles

Belmont Street Community

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Belmont Street Community

Organization Information

DISTRICT NAME
Worcester (03480000)

TITLE I STATUS
Title I School

SCHOOL
Belmont Street Community (03480020)

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

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
45% - Moderate progress toward targets	37

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	62%	33%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	45%
	Moderate 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	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	4	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	2	4	10.0
Weighted total		1.6	9.6	-	3.8	7.6	-
Percentage of possible points		17%		-	50%		-
2026 Annual criterion-referenced target percentage		33%

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	2	4	-	4	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	6	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	2	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		5.0	9.6	-	5.4	7.6	-
Percentage of possible points		52%		-	71%		-
2025 Annual criterion-referenced target percentage		62%

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	52%	14%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	29%
	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	0	4	-
	Achievement total	0	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		1.4	10.3	-
Percentage of possible points		14%		-
2026 Annual criterion-referenced target percentage		14%

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	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	4	4	-
	Achievement total	6	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.4	10.3	-
Percentage of possible points		52%		-
2025 Annual criterion-referenced target percentage		52%

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	484.1	482.2	-1.9	487.8	250	0	Recovery Path: Declined
Lowest Performing	457.7	461.3	3.6	463.3	40	2	Recovery Path: Improved Below Target
High Needs	483.0	480.8	-2.2	486.8	234	0	Recovery Path: Declined
English Learners and Former English Learners	481.9	477.5	-4.4	485.4	147	0	Recovery Path: Declined
Low Income	482.8	480.8	-2.0	486.7	226	0	Recovery Path: Declined
Students with Disabilities	470.7	468.4	-2.3	474.9	48	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	19	-	-
Black or African American	487.3	481.5	-5.8	490.3	48	0	Recovery Path: Declined
Hispanic or Latino	484.0	482.3	-1.7	488.7	117	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	480.6	484.7	4.1	483.9	56	4	Recovery Path: 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	489.6	488.6	-1.0	492.7	249	0	Recovery Path: Declined
Lowest Performing	465.4	471.0	5.6	471.9	40	2	Recovery Path: Improved Below Target
High Needs	488.5	487.5	-1.0	491.7	233	0	Recovery Path: Declined
English Learners and Former English Learners	488.9	486.9	-2.0	491.9	147	0	Recovery Path: Declined
Low Income	488.5	487.3	-1.2	491.6	225	0	Recovery Path: Declined
Students with Disabilities	475.4	474.9	-0.5	479.7	48	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	19	-	-
Black or African American	495.5	481.6	-13.9	498.8	48	0	Path Forward: Declined
Hispanic or Latino	487.2	490.1	2.9	491.0	117	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.5	491.5	4.0	491.1	56	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	490.5	478.5	-12.0	494.1	62	0	Path Forward: Declined
Lowest Performing	-	-	-	-	18	-	-
High Needs	489.4	477.3	-12.1	493.2	59	0	Path Forward: Declined
English Learners and Former English Learners	486.1	477.5	-8.6	490.2	34	0	Path Forward: Declined
Low Income	489.3	477.9	-11.4	493.3	58	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	488.6	478.6	-10.0	492.2	30	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	16	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.8	191	3	Typical Growth - High
Lowest Performing	47.1	40	2	Typical Growth - Low
High Needs	56.5	179	3	Typical Growth - High
English Learners and Former English Learners	55.9	106	3	Typical Growth - High
Low Income	56.2	174	3	Typical Growth - High
Students with Disabilities	46.7	38	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	12	-	-
Black or African American	52.4	35	3	Typical Growth - High
Hispanic or Latino	57.5	90	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	59.4	45	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.6	192	3	Typical Growth - High
Lowest Performing	46.6	40	2	Typical Growth - Low
High Needs	57.7	180	3	Typical Growth - High
English Learners and Former English Learners	61.0	108	4	Exceeded Typical Growth
Low Income	57.1	174	3	Typical Growth - High
Students with Disabilities	44.0	38	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	12	-	-
Black or African American	54.8	34	3	Typical Growth - High
Hispanic or Latino	58.4	93	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.9	45	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	56.1	63.2	7.1	61.5	185	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	56.1	63.2	7.1	61.5	185	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	11.3	11.6	0.3	9.8	492	1	No Change
Lowest Performing	15.9	15.0	-0.9	11.3	40	2	Improved Below Target
High Needs	11.6	12.2	0.6	9.2	469	0	Declined
English Learners and Former English Learners	8.9	9.5	0.6	5.4	285	0	Declined
Low Income	12.0	12.6	0.6	8.8	452	0	Declined
Students with Disabilities	20.0	16.1	-3.9	16.4	87	3	Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	32	-	-
Black or African American	2.9	3.7	0.8	1.0	108	4	Exceeded Target
Hispanic or Latino	14.9	17.2	2.3	10.7	238	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	15.1	10.8	-4.3	13.3	93	4	Exceeded 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	272	272	100	Yes	1	274	274	100	Yes	1	67	67	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	255	255	257	257	64	64	576	576	100	Yes	1
English Learners and Former English Learners	162	162	163	163	36	36	361	361	100	Yes	1
Low Income	246	246	248	248	63	63	557	557	100	Yes	1
Students with Disabilities	50	50	50	50	12	12	112	112	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	19	19	19	19	5	5	43	-	-	-	-
Black or African American	60	60	60	60	12	12	132	132	100	Yes	1
Hispanic or Latino	123	123	125	125	31	31	279	279	100	Yes	1
Multi-Race, Not Hispanic or Latino	10	10	9	9	2	2	21	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	59	59	60	60	17	17	136	136	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