Massachusetts School and District Profiles

Putnam Avenue Upper School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Putnam Avenue Upper School

Organization Information

DISTRICT NAME
Cambridge (00490000)

TITLE I STATUS
Title I School

SCHOOL
Putnam Avenue Upper School (00490310)

GRADES SERVED
06,07,08

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
64% - Substantial progress toward targets	75

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	52%	72%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	64%
	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	4	4	-	4	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	12	67.5	6	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	6	8	22.5	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		7.8	10.3	-	5.2	7.6	-
Percentage of possible points		76%		-	68%		-
2026 Annual criterion-referenced target percentage		72%

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	4	4	-	3	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	7	12	67.5	3	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	22.5	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		6.3	10.3	-	3.2	7.6	-
Percentage of possible points		61%		-	42%		-
2025 Annual criterion-referenced target percentage		52%

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	13%	74%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	49%
	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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	4	4	-
	Achievement total	9	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		7.6	10.3	-
Percentage of possible points		74%		-
2026 Annual criterion-referenced target percentage		74%

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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.3	10.3	-
Percentage of possible points		13%		-
2025 Annual criterion-referenced target percentage		13%

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	509.3	511.4	2.1	511.6	267	4	Path Forward: Exceeded Target
Lowest Performing	466.1	473.2	7.1	471.2	41	4	Path Forward: Exceeded Target
High Needs	491.8	494.9	3.1	494.7	144	3	Path Forward: Met Target
English Learners and Former English Learners	482.6	488.3	5.7	486.2	42	4	Recovery Path: Exceeded Target
Low Income	490.2	493.8	3.6	492.6	109	4	Path Forward: Exceeded Target
Students with Disabilities	480.4	483.3	2.9	483.7	67	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	521.3	523.4	2.1	524.4	53	4	Path Forward: Exceeded Target
Black or African American	490.5	491.0	0.5	493.3	66	2	Recovery Path: Improved Below Target
Hispanic or Latino	490.0	486.5	-3.5	492.5	28	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	520.0	526.1	6.1	522.3	47	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	519.2	521.4	2.2	521.6	73	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	501.4	501.0	-0.4	503.9	266	1	Path Forward: No Change
Lowest Performing	466.4	467.5	1.1	471.5	41	2	Path Forward: Improved Below Target
High Needs	485.4	486.5	1.1	488.1	144	2	Path Forward: Improved Below Target
English Learners and Former English Learners	479.5	484.5	5.0	482.7	42	4	Recovery Path: Exceeded Target
Low Income	483.4	483.9	0.5	486.2	109	2	Path Forward: Improved Below Target
Students with Disabilities	476.6	477.7	1.1	480.0	67	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	514.5	517.3	2.8	518.5	53	4	Path Forward: Exceeded Target
Black or African American	484.6	481.1	-3.5	487.9	66	0	Path Forward: Declined
Hispanic or Latino	483.4	477.6	-5.8	486.0	28	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	513.6	514.0	0.4	516.1	47	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.0	507.6	-0.4	510.8	72	3	Path Forward: 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	498.5	503.8	5.3	502.1	87	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	10	-	-
High Needs	484.7	492.0	7.3	488.5	43	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	484.4	490.3	5.9	488.4	32	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	19	-	-
Black or African American	486.2	484.0	-2.2	491.3	21	0	Path Forward: Declined
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.1	507.0	-2.1	512.8	26	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.9	250	4	Exceeded Typical Growth
Lowest Performing	52.1	41	3	Typical Growth - High
High Needs	58.5	136	3	Typical Growth - High
English Learners and Former English Learners	61.3	39	4	Exceeded Typical Growth
Low Income	59.1	102	3	Typical Growth - High
Students with Disabilities	58.2	66	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	62.9	51	4	Exceeded Typical Growth
Black or African American	56.0	61	3	Typical Growth - High
Hispanic or Latino	61.8	27	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	65.1	44	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	64.6	67	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.0	250	2	Typical Growth - Low
Lowest Performing	43.6	41	2	Typical Growth - Low
High Needs	42.3	137	2	Typical Growth - Low
English Learners and Former English Learners	44.0	40	2	Typical Growth - Low
Low Income	40.7	103	2	Typical Growth - Low
Students with Disabilities	43.3	65	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	51.9	51	3	Typical Growth - High
Black or African American	37.0	62	1	Low Growth
Hispanic or Latino	38.2	28	1	Low Growth
Multi-Race, Not Hispanic or Latino	48.8	43	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.7	66	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	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
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	17.4	12.3	-5.1	15.9	301	4	Exceeded Target
Lowest Performing	22.0	24.4	2.4	17.4	41	0	Declined
High Needs	22.0	15.4	-6.6	19.6	162	4	Exceeded Target
English Learners and Former English Learners	20.0	10.0	-10.0	16.5	50	4	Exceeded Target
Low Income	22.9	16.0	-6.9	19.7	125	4	Exceeded Target
Students with Disabilities	20.3	20.6	0.3	16.7	68	1	No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	17.5	13.3	-4.2	14.2	60	4	Exceeded Target
Black or African American	18.7	12.3	-6.4	15.1	73	4	Exceeded Target
Hispanic or Latino	25.0	17.6	-7.4	20.8	34	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	25.0	12.2	-12.8	23.5	49	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	8.6	9.4	0.8	6.8	85	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	289	283	98	Yes	1	288	282	98	Yes	1	96	92	96	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	159	156	159	157	48	47	366	360	98	Yes	1
English Learners and Former English Learners	49	48	49	49	9	8	107	105	98	Yes	1
Low Income	122	119	122	120	36	35	280	274	98	Yes	1
Students with Disabilities	68	66	68	67	20	19	156	152	97	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	56	56	56	56	19	19	131	131	100	Yes	1
Black or African American	72	70	72	71	25	24	169	165	98	Yes	1
Hispanic or Latino	31	31	31	31	5	5	67	67	100	Yes	1
Multi-Race, Not Hispanic or Latino	48	47	48	47	16	16	112	110	98	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	82	79	81	77	31	28	194	184	95	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