Massachusetts School and District Profiles

Goddard School/Science Technical

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Goddard School/Science Technical

Organization Information

DISTRICT NAME
Worcester (03480000)

TITLE I STATUS
Title I School

SCHOOL
Goddard School/Science Technical (03480100)

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

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
60% - Substantial progress toward targets	27

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	75%	50%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	60%
	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	2	4	-	4	4	-
	Science achievement	0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	2	4	10.0
Weighted total		2.7	9.6	-	5.4	7.6	-
Percentage of possible points		28%		-	71%		-
2026 Annual criterion-referenced target percentage		50%

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	-	2	4	-
	Mathematics achievement	2	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		8.0	9.6	-	5.1	7.6	-
Percentage of possible points		83%		-	67%		-
2025 Annual criterion-referenced target percentage		75%

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	75%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	53%
	Substantial 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	2	4	-
	Achievement total	4	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		4.0	10.3	-
Percentage of possible points		39%		-
2026 Annual criterion-referenced target percentage		39%

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	4	4	-
	Mathematics achievement	2	4	-
	Science achievement	3	4	-
	Achievement total	9	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		7.7	10.3	-
Percentage of possible points		75%		-
2025 Annual criterion-referenced target percentage		75%

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	487.5	483.7	-3.8	490.9	151	0	Path Forward: Declined
Lowest Performing	460.1	460.8	0.7	465.2	24	2	Path Forward: Improved Below Target
High Needs	485.9	482.6	-3.3	489.4	141	0	Path Forward: Declined
English Learners and Former English Learners	484.3	481.2	-3.1	488.0	101	0	Path Forward: Declined
Low Income	486.0	482.7	-3.3	489.0	130	0	Path Forward: Declined
Students with Disabilities	471.2	468.7	-2.5	475.3	36	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	16	-	-
Black or African American	-	-	-	-	25	-	-
Hispanic or Latino	485.6	481.3	-4.3	488.9	91	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	15	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	483.4	483.6	0.2	486.6	150	2	Path Forward: Improved Below Target
Lowest Performing	460.8	468.9	8.1	465.9	24	4	Path Forward: Exceeded Target
High Needs	482.0	482.7	0.7	485.3	140	2	Path Forward: Improved Below Target
English Learners and Former English Learners	483.1	482.3	-0.8	486.6	101	0	Path Forward: Declined
Low Income	481.7	482.4	0.7	484.5	129	2	Path Forward: Improved Below Target
Students with Disabilities	469.2	465.8	-3.4	472.9	36	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	16	-	-
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	479.9	479.5	-0.4	483.0	91	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	15	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	486.0	485.2	-0.8	490.3	30	0	Path Forward: Declined
Lowest Performing	-	-	-	-	6	-	-
High Needs	484.1	485.3	1.2	488.4	29	2	Path Forward: Improved Below Target
English Learners and Former English Learners	480.5	485.7	5.2	484.7	20	4	Path Forward: Exceeded Target
Low Income	485.0	484.8	-0.2	489.1	27	1	Path Forward: No Change
Students with Disabilities	-	-	-	-	5	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	14	-	-
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	49.1	112	2	Typical Growth - Low
Lowest Performing	45.1	24	2	Typical Growth - Low
High Needs	48.8	105	2	Typical Growth - Low
English Learners and Former English Learners	51.3	71	3	Typical Growth - High
Low Income	48.4	98	2	Typical Growth - Low
Students with Disabilities	42.7	24	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	13	-	-
Black or African American	-	18	-	-
Hispanic or Latino	46.6	67	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	10	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.6	115	3	Typical Growth - High
Lowest Performing	56.5	24	3	Typical Growth - High
High Needs	55.8	108	3	Typical Growth - High
English Learners and Former English Learners	58.8	75	3	Typical Growth - High
Low Income	55.3	100	3	Typical Growth - High
Students with Disabilities	57.2	26	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	14	-	-
Black or African American	-	17	-	-
Hispanic or Latino	59.6	70	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	10	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	59.0	73.1	14.1	64.4	108	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	59.0	73.1	14.1	64.4	108	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	15.8	16.0	0.2	13.6	257	1	No Change
Lowest Performing	12.0	8.3	-3.7	7.1	24	2	Improved Below Target
High Needs	16.8	16.5	-0.3	14.3	242	2	Improved Below Target
English Learners and Former English Learners	15.4	14.9	-0.5	12.1	168	2	Improved Below Target
Low Income	17.5	17.7	0.2	14.8	220	1	No Change
Students with Disabilities	19.6	16.1	-3.5	15.3	56	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	24	-	-
Black or African American	-	-	-	-	43	-	-
Hispanic or Latino	18.4	19.0	0.6	14.6	158	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	26	-	-

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	157	156	99	Yes	1	156	155	99	Yes	1	32	32	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	147	146	146	145	31	31	324	322	99	Yes	1
English Learners and Former English Learners	107	106	107	106	22	22	236	234	99	Yes	1
Low Income	135	134	134	133	29	29	298	296	99	Yes	1
Students with Disabilities	38	37	38	37	5	5	81	79	98	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	16	16	16	16	3	3	35	-	-	-	-
Black or African American	27	27	26	26	6	6	59	59	100	Yes	1
Hispanic or Latino	95	94	95	94	15	15	205	203	99	Yes	1
Multi-Race, Not Hispanic or Latino	3	3	3	3	1	1	7	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	15	15	15	15	6	6	36	-	-	-	-

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