Massachusetts School and District Profiles

Grafton Street

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Grafton Street

Organization Information

DISTRICT NAME
Worcester (03480000)

TITLE I STATUS
Title I School

SCHOOL
Grafton Street (03480115)

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

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Low student group performance: White

Progress toward improvement targets	Accountability percentile
44% - Moderate progress toward targets	6

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	51%	40%
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		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	-	0	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	3	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	2	4	10.0
Weighted total		2.8	9.6	-	3.8	7.6	-
Percentage of possible points		29%		-	50%		-
2026 Annual criterion-referenced target percentage		40%

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	-	0	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	5	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		4.8	9.6	-	4.0	7.6	-
Percentage of possible points		50%		-	53%		-
2025 Annual criterion-referenced target percentage		51%

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	48%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	36%
	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	2	4	-
	Science achievement	0	4	-
	Achievement total	2	12	67.5
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	-	-	-
	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		2.9	10.3	-
Percentage of possible points		28%		-
2026 Annual criterion-referenced target percentage		28%

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	2	4	-
	Science achievement	1	4	-
	Achievement total	5	12	67.5
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	-	-	-
	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		4.9	10.3	-
Percentage of possible points		48%		-
2025 Annual criterion-referenced target percentage		48%

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	475.5	474.4	-1.1	478.7	217	0	Recovery Path: Declined
Lowest Performing	455.0	454.0	-1.0	460.1	31	0	Path Forward: Declined
High Needs	475.3	473.9	-1.4	478.8	211	0	Path Forward: Declined
English Learners and Former English Learners	471.3	469.6	-1.7	475.5	136	0	Recovery Path: Declined
Low Income	475.3	473.8	-1.5	478.7	193	0	Recovery Path: Declined
Students with Disabilities	459.7	458.5	-1.2	462.3	41	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Black or African American	479.3	480.9	1.6	482.6	41	2	Path Forward: Improved Below Target
Hispanic or Latino	475.5	472.2	-3.3	478.4	102	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	472.9	473.4	0.5	475.3	54	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	479.3	479.9	0.6	482.5	211	2	Path Forward: Improved Below Target
Lowest Performing	454.6	462.2	7.6	459.3	31	4	Recovery Path: Exceeded Target
High Needs	479.1	479.5	0.4	482.4	205	2	Path Forward: Improved Below Target
English Learners and Former English Learners	476.9	476.9	0.0	479.6	130	1	Recovery Path: No Change
Low Income	478.8	479.1	0.3	481.6	187	2	Path Forward: Improved Below Target
Students with Disabilities	465.6	465.2	-0.4	469.3	41	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Black or African American	480.1	483.6	3.5	483.6	41	3	Path Forward: Met Target
Hispanic or Latino	477.6	476.7	-0.9	480.7	97	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	480.3	481.8	1.5	484.0	53	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	476.9	467.1	-9.8	481.2	46	0	Path Forward: Declined
Lowest Performing	-	-	-	-	8	-	-
High Needs	476.8	467.1	-9.7	481.1	46	0	Path Forward: Declined
English Learners and Former English Learners	472.2	463.9	-8.3	475.2	33	0	Recovery Path: Declined
Low Income	477.0	466.2	-10.8	481.1	41	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	25	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.6	142	2	Typical Growth - Low
Lowest Performing	34.6	31	1	Low Growth
High Needs	44.5	141	2	Typical Growth - Low
English Learners and Former English Learners	44.6	84	2	Typical Growth - Low
Low Income	43.3	130	2	Typical Growth - Low
Students with Disabilities	35.2	30	1	Low Growth
American Indian or Alaska Native	-	0	-	-
Asian	-	6	-	-
Black or African American	53.0	26	3	Typical Growth - High
Hispanic or Latino	41.9	67	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.3	39	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.1	143	3	Typical Growth - High
Lowest Performing	51.6	31	3	Typical Growth - High
High Needs	50.0	142	3	Typical Growth - High
English Learners and Former English Learners	48.2	85	2	Typical Growth - Low
Low Income	49.3	130	2	Typical Growth - Low
Students with Disabilities	49.1	30	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	-	7	-	-
Black or African American	54.8	26	3	Typical Growth - High
Hispanic or Latino	45.3	67	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.1	39	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	46.2	52.2	6.0	51.6	159	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	46.2	52.2	6.0	51.6	159	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	22.8	20.3	-2.5	20.6	365	3	Met Target
Lowest Performing	26.5	22.6	-3.9	21.6	31	2	Improved Below Target
High Needs	23.7	20.6	-3.1	21.2	355	4	Exceeded Target
English Learners and Former English Learners	16.6	16.0	-0.6	13.3	225	2	Improved Below Target
Low Income	23.9	20.7	-3.2	21.2	328	3	Met Target
Students with Disabilities	29.7	18.6	-11.1	25.4	59	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	22	-	-
Black or African American	9.7	7.1	-2.6	6.1	85	2	Improved Below Target
Hispanic or Latino	28.8	22.8	-6.0	25.0	171	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	24.7	33.8	9.1	21.8	77	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	228	228	100	Yes	1	227	222	98	Yes	1	48	48	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	221	221	220	215	48	48	489	484	99	Yes	1
English Learners and Former English Learners	146	146	145	140	35	35	326	321	98	Yes	1
Low Income	200	200	199	194	43	43	442	437	99	Yes	1
Students with Disabilities	41	41	41	41	8	8	90	90	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	16	16	16	16	1	1	33	-	-	-	-
Black or African American	44	44	44	44	8	8	96	96	100	Yes	1
Hispanic or Latino	106	106	105	101	26	26	237	233	98	Yes	1
Multi-Race, Not Hispanic or Latino	6	6	6	6	0	0	12	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	55	55	55	54	13	13	123	122	99	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