Massachusetts School and District Profiles

Woodland Academy

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Woodland Academy

Organization Information

DISTRICT NAME
Worcester (03480000)

TITLE I STATUS
Title I School

SCHOOL
Woodland Academy (03480030)

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

Progress toward improvement targets	Accountability percentile
50% - Substantial progress toward targets	8

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	48%	51%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	50%
	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	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	2	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		2.7	9.6	-	5.6	7.6	-
Percentage of possible points		28%		-	74%		-
2026 Annual criterion-referenced target percentage		51%

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	-	2	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	5	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		2.3	9.6	-	5.4	7.6	-
Percentage of possible points		24%		-	71%		-
2025 Annual criterion-referenced target percentage		48%

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	28%	25%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	26%
	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	2	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		2.6	10.3	-
Percentage of possible points		25%		-
2026 Annual criterion-referenced target percentage		25%

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	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%		-
2025 Annual criterion-referenced target percentage		28%

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	475.1	472.8	-2.3	477.7	265	0	Recovery Path: Declined
Lowest Performing	454.1	454.4	0.3	459.2	44	2	Path Forward: Improved Below Target
High Needs	474.4	471.9	-2.5	477.1	258	0	Recovery Path: Declined
English Learners and Former English Learners	473.8	470.1	-3.7	477.6	201	0	Recovery Path: Declined
Low Income	474.1	471.9	-2.2	476.7	239	0	Recovery Path: Declined
Students with Disabilities	464.0	462.2	-1.8	466.5	63	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	16	-	-
Black or African American	479.7	470.9	-8.8	483.0	33	0	Path Forward: Declined
Hispanic or Latino	473.1	473.1	0.0	476.2	186	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	469.6	466.3	-3.3	473.1	24	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	479.0	477.7	-1.3	481.6	264	0	Recovery Path: Declined
Lowest Performing	456.6	463.3	6.7	461.1	44	4	Recovery Path: Exceeded Target
High Needs	478.4	477.1	-1.3	481.0	257	0	Recovery Path: Declined
English Learners and Former English Learners	479.2	476.3	-2.9	482.5	199	0	Recovery Path: Declined
Low Income	477.7	476.7	-1.0	480.6	239	0	Recovery Path: Declined
Students with Disabilities	466.4	464.7	-1.7	470.1	63	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	16	-	-
Black or African American	478.2	477.3	-0.9	481.7	33	0	Path Forward: Declined
Hispanic or Latino	478.1	477.4	-0.7	480.9	184	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	475.3	474.0	-1.3	479.0	24	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	475.5	478.2	2.7	479.8	59	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	11	-	-
High Needs	475.1	475.9	0.8	479.4	57	2	Path Forward: Improved Below Target
English Learners and Former English Learners	475.8	473.4	-2.4	478.4	44	0	Recovery Path: Declined
Low Income	474.4	476.0	1.6	478.5	56	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	475.8	479.7	3.9	479.7	43	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	6	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.3	186	2	Typical Growth - Low
Lowest Performing	42.9	44	2	Typical Growth - Low
High Needs	45.5	180	2	Typical Growth - Low
English Learners and Former English Learners	47.2	141	2	Typical Growth - Low
Low Income	45.0	164	2	Typical Growth - Low
Students with Disabilities	44.3	45	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	10	-	-
Black or African American	44.7	21	2	Typical Growth - Low
Hispanic or Latino	47.0	135	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	18	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.2	187	3	Typical Growth - High
Lowest Performing	52.9	44	3	Typical Growth - High
High Needs	53.7	181	3	Typical Growth - High
English Learners and Former English Learners	53.9	142	3	Typical Growth - High
Low Income	53.2	166	3	Typical Growth - High
Students with Disabilities	48.5	45	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	10	-	-
Black or African American	57.9	22	3	Typical Growth - High
Hispanic or Latino	51.9	135	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	18	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	43.2	49.4	6.2	48.6	243	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	43.2	49.4	6.2	48.6	243	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	19.6	19.1	-0.5	17.4	435	2	Improved Below Target
Lowest Performing	25.0	11.4	-13.6	20.1	44	4	Exceeded Target
High Needs	18.9	19.1	0.2	16.4	419	1	No Change
English Learners and Former English Learners	15.8	15.6	-0.2	12.5	308	2	Improved Below Target
Low Income	19.5	19.1	-0.4	16.8	387	2	Improved Below Target
Students with Disabilities	21.5	17.0	-4.5	17.2	88	3	Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	25	-	-
Black or African American	17.2	13.6	-3.6	13.6	66	3	Met Target
Hispanic or Latino	18.8	19.7	0.9	15.0	290	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	23.8	23.3	-0.5	20.9	43	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	284	282	99	Yes	1	285	283	99	Yes	1	62	62	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	276	274	277	275	60	60	613	609	99	Yes	1
English Learners and Former English Learners	214	213	215	213	45	45	474	471	99	Yes	1
Low Income	255	253	256	255	59	59	570	567	99	Yes	1
Students with Disabilities	65	65	66	66	18	18	149	149	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	19	19	19	19	2	2	40	-	-	-	-
Black or African American	39	39	39	39	9	9	87	87	100	Yes	1
Hispanic or Latino	192	191	193	191	44	44	429	426	99	Yes	1
Multi-Race, Not Hispanic or Latino	6	5	6	6	1	1	13	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	27	27	27	27	6	6	60	60	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