Massachusetts School and District Profiles

Shaw-Taylor Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Shaw-Taylor Elementary School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Shaw-Taylor Elementary School (00350014)

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

REGION
Coastal

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

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	28%	55%
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	1	4	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	3	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	4	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	0	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		2.6	9.6	-	6.3	7.6	-
Percentage of possible points		27%		-	83%		-
2026 Annual criterion-referenced target percentage		55%

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	0	4	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	2	4	-	-	-	-
	Achievement total	2	12	60.0	-	-	-
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	4	8	20.0	-	-	-
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	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-
Weighted total		2.7	9.6	-	-	-	-
Percentage of possible points		28%		-	-		-
2025 Annual criterion-referenced target percentage		28%

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	35%	31%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	33%
	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	1	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	4	-
	Achievement total	3	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		3.2	10.3	-
Percentage of possible points		31%		-
2026 Annual criterion-referenced target percentage		31%

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	1	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	4	-
	Achievement total	3	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		3.6	10.3	-
Percentage of possible points		35%		-
2025 Annual criterion-referenced target percentage		35%

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	474.8	474.8	0.0	477.1	207	1	Path Forward: No Change
Lowest Performing	451.4	457.3	5.9	456.5	27	4	Path Forward: Exceeded Target
High Needs	474.0	473.9	-0.1	476.9	197	1	Path Forward: No Change
English Learners and Former English Learners	470.7	470.4	-0.3	473.2	127	1	Path Forward: No Change
Low Income	474.5	474.2	-0.3	476.9	184	1	Path Forward: No Change
Students with Disabilities	463.5	468.2	4.7	466.8	40	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	475.0	475.2	0.2	478.3	159	2	Path Forward: Improved Below Target
Hispanic or Latino	472.5	473.2	0.7	475.0	43	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	475.9	470.9	-5.0	478.4	206	0	Path Forward: Declined
Lowest Performing	450.1	456.0	5.9	455.2	27	4	Path Forward: Exceeded Target
High Needs	475.0	470.1	-4.9	477.7	196	0	Path Forward: Declined
English Learners and Former English Learners	474.4	467.9	-6.5	477.9	126	0	Path Forward: Declined
Low Income	475.5	470.1	-5.4	478.3	183	0	Path Forward: Declined
Students with Disabilities	463.7	463.9	0.2	467.1	39	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	475.3	470.2	-5.1	478.6	159	0	Path Forward: Declined
Hispanic or Latino	475.5	471.4	-4.1	478.1	42	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	470.3	472.6	2.3	473.9	48	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	15	-	-
High Needs	470.0	470.9	0.9	473.8	45	2	Path Forward: Improved Below Target
English Learners and Former English Learners	464.2	471.6	7.4	468.3	32	4	Path Forward: Exceeded Target
Low Income	470.6	470.3	-0.3	474.6	44	1	Path Forward: No Change
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	470.8	469.5	-1.3	475.9	34	0	Path Forward: Declined
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.7	122	3	Typical Growth - High
Lowest Performing	45.5	27	2	Typical Growth - Low
High Needs	50.7	115	3	Typical Growth - High
English Learners and Former English Learners	53.4	74	3	Typical Growth - High
Low Income	50.6	110	3	Typical Growth - High
Students with Disabilities	45.1	22	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	47.9	92	2	Typical Growth - Low
Hispanic or Latino	60.9	27	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	-	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	39.1	124	1	Low Growth
Lowest Performing	41.8	27	2	Typical Growth - Low
High Needs	40.6	117	2	Typical Growth - Low
English Learners and Former English Learners	39.2	76	1	Low Growth
Low Income	40.1	112	2	Typical Growth - Low
Students with Disabilities	38.7	22	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	36.9	94	1	Low Growth
Hispanic or Latino	43.0	27	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	-	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	63.4	52.6	-10.8	67.4	173	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	63.4	52.6	-10.8	67.4	173	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 - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	23.4	24.9	1.5	21.9	377	0	Declined
Lowest Performing	20.7	22.2	1.5	16.1	27	0	Declined
High Needs	24.2	25.5	1.3	21.8	364	0	Declined
English Learners and Former English Learners	15.1	18.4	3.3	11.6	245	0	Declined
Low Income	25.8	26.5	0.7	22.6	343	0	Declined
Students with Disabilities	36.7	38.1	1.4	33.1	63	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	18.8	19.0	0.2	15.2	269	1	No Change
Hispanic or Latino	38.9	43.3	4.4	34.7	97	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	3	-	-

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	231	230	100	Yes	1	229	228	100	Yes	1	52	52	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	220	219	218	49	49	489	487	100	Yes	1
English Learners and Former English Learners	144	143	142	141	35	35	321	319	99	Yes	1
Low Income	207	206	205	204	48	48	460	458	100	Yes	1
Students with Disabilities	42	42	42	41	12	12	96	95	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	1	1	9	-	-	-	-
Black or African American	171	170	170	170	37	37	378	377	100	Yes	1
Hispanic or Latino	52	52	52	51	14	14	118	117	99	Yes	1
Multi-Race, Not Hispanic or Latino	3	3	3	3	0	0	6	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	1	1	0	0	0	0	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