Massachusetts School and District Profiles

Graham and Parks

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Graham and Parks

Organization Information

DISTRICT NAME
Cambridge (00490000)

TITLE I STATUS
Non-Title I School

SCHOOL
Graham and Parks (00490080)

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

REGION
Coastal

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	79

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	70%	41%
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	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	4	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	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	4	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		2.1	9.6	-	4.5	7.6	-
Percentage of possible points		22%		-	59%		-
2026 Annual criterion-referenced target percentage		41%

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	-	3	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	6	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	20.0	7	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	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		5.5	9.6	-	6.3	7.6	-
Percentage of possible points		57%		-	83%		-
2025 Annual criterion-referenced target percentage		70%

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	63%	14%
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	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	0	4	-
	Mathematics achievement	3	4	-
	Science achievement	4	4	-
	Achievement total	7	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	7	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		6.5	10.3	-
Percentage of possible points		63%		-
2025 Annual criterion-referenced target percentage		63%

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	501.5	498.8	-2.7	503.5	139	0	Path Forward: Declined
Lowest Performing	472.1	476.0	3.9	477.2	20	2	Path Forward: Improved Below Target
High Needs	490.8	487.4	-3.4	493.1	85	0	Recovery Path: Declined
English Learners and Former English Learners	488.4	486.8	-1.6	490.5	48	0	Recovery Path: Declined
Low Income	485.7	482.5	-3.2	487.6	45	0	Recovery Path: Declined
Students with Disabilities	489.9	482.7	-7.2	492.9	34	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	493.3	490.6	-2.7	495.9	24	0	Path Forward: Declined
Black or African American	487.6	483.5	-4.1	490.9	30	0	Recovery Path: Declined
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.9	510.4	-1.5	513.9	54	4	Path Forward: 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	505.7	502.1	-3.6	507.8	139	0	Path Forward: Declined
Lowest Performing	472.8	475.9	3.1	477.9	20	2	Path Forward: Improved Below Target
High Needs	497.8	492.5	-5.3	500.4	84	0	Path Forward: Declined
English Learners and Former English Learners	499.1	496.4	-2.7	502.7	47	0	Path Forward: Declined
Low Income	490.5	486.5	-4.0	492.9	45	0	Path Forward: Declined
Students with Disabilities	490.1	478.8	-11.3	493.4	34	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	505.3	505.8	0.5	509.0	23	3	Path Forward: Met Target
Black or African American	493.6	483.5	-10.1	496.6	30	0	Path Forward: Declined
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	516.2	512.3	-3.9	518.3	54	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	507.0	494.9	-12.1	509.7	50	0	Path Forward: Declined
Lowest Performing	-	-	-	-	12	-	-
High Needs	498.8	479.2	-19.6	502.2	28	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	-	-	-	-	18	-	-
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	522.3	506.8	-15.5	525.3	20	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.7	79	4	Exceeded Typical Growth
Lowest Performing	55.3	20	3	Typical Growth - High
High Needs	58.6	44	3	Typical Growth - High
English Learners and Former English Learners	65.4	22	4	Exceeded Typical Growth
Low Income	55.3	27	3	Typical Growth - High
Students with Disabilities	47.2	21	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	13	-	-
Black or African American	-	15	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	61.6	32	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.5	80	3	Typical Growth - High
Lowest Performing	51.8	20	3	Typical Growth - High
High Needs	54.7	46	3	Typical Growth - High
English Learners and Former English Learners	59.4	24	3	Typical Growth - High
Low Income	50.9	28	3	Typical Growth - High
Students with Disabilities	47.6	21	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	14	-	-
Black or African American	-	16	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.2	31	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	82.0	88.4	6.4	86.0	69	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	82.0	88.4	6.4	86.0	69	4	Exceeded 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	10.0	9.2	-0.8	8.7	284	3	Met Target
Lowest Performing	35.0	15.0	-20.0	31.5	20	4	Exceeded Target
High Needs	10.4	11.9	1.5	7.8	194	0	Declined
English Learners and Former English Learners	9.1	9.9	0.8	6.1	142	0	Declined
Low Income	10.1	13.4	3.3	6.4	97	0	Declined
Students with Disabilities	10.6	21.3	10.7	7.3	47	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	13.5	12.2	-1.3	10.6	82	2	Improved Below Target
Black or African American	0.0	1.9	1.9	1.0	52	4	Exceeded Target
Hispanic or Latino	-	-	-	-	24	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	25	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.3	6.0	-0.3	4.9	100	2	Improved Below 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	168	166	99	Yes	1	169	168	99	Yes	1	58	58	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	111	111	110	110	35	35	256	256	100	Yes	1
English Learners and Former English Learners	73	73	72	72	20	20	165	165	100	Yes	1
Low Income	55	55	55	55	22	22	132	132	100	Yes	1
Students with Disabilities	35	35	35	35	13	13	83	83	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	38	38	37	37	10	10	85	85	100	Yes	1
Black or African American	33	33	33	33	11	11	77	77	100	Yes	1
Hispanic or Latino	17	17	17	17	9	9	43	-	-	-	-
Multi-Race, Not Hispanic or Latino	17	16	17	17	6	6	40	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	62	61	62	61	21	21	145	143	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