Massachusetts School and District Profiles

Jacob Hiatt Magnet

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Jacob Hiatt Magnet

Organization Information

DISTRICT NAME
Worcester (03480000)

TITLE I STATUS
Title I School

SCHOOL
Jacob Hiatt Magnet (03480140)

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

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
47% - Moderate progress toward targets	33

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	59%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	47%
	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	0	4	-	1	4	-
	Mathematics achievement	0	4	-	3	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	2	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	2	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	1	4	10.0
Weighted total		2.6	9.6	-	3.9	7.6	-
Percentage of possible points		27%		-	51%		-
2026 Annual criterion-referenced target percentage		39%

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	2	4	-	2	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	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		4.8	9.6	-	5.2	7.6	-
Percentage of possible points		50%		-	68%		-
2025 Annual criterion-referenced target percentage		59%

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	52%	14%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	29%
	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	2	4	-
	Mathematics achievement	4	4	-
	Science achievement	0	4	-
	Achievement total	6	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		5.4	10.3	-
Percentage of possible points		52%		-
2025 Annual criterion-referenced target percentage		52%

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	492.3	485.8	-6.5	496.1	154	0	Recovery Path: Declined
Lowest Performing	464.6	464.5	-0.1	469.6	24	1	Recovery Path: No Change
High Needs	490.5	483.2	-7.3	493.8	129	0	Recovery Path: Declined
English Learners and Former English Learners	488.3	480.5	-7.8	491.7	74	0	Recovery Path: Declined
Low Income	489.2	482.9	-6.3	492.3	112	0	Recovery Path: Declined
Students with Disabilities	475.3	469.0	-6.3	478.5	31	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	495.3	491.0	-4.3	500.3	49	0	Recovery Path: Declined
Hispanic or Latino	489.7	482.3	-7.4	493.0	71	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	485.6	481.4	-4.2	487.6	27	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	492.7	486.4	-6.3	494.8	155	0	Recovery Path: Declined
Lowest Performing	467.6	471.3	3.7	471.8	24	3	Recovery Path: Met Target
High Needs	491.5	483.8	-7.7	493.6	130	0	Recovery Path: Declined
English Learners and Former English Learners	491.4	480.0	-11.4	494.5	74	0	Recovery Path: Declined
Low Income	489.6	483.2	-6.4	491.5	113	0	Recovery Path: Declined
Students with Disabilities	478.5	466.2	-12.3	480.7	31	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	493.8	490.0	-3.8	495.4	49	0	Recovery Path: Declined
Hispanic or Latino	489.4	482.7	-6.7	491.8	72	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.7	488.0	-6.7	496.8	27	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	486.2	486.6	0.4	488.3	28	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	8	-	-
High Needs	482.8	480.7	-2.1	484.6	22	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	-	-	-	-	18	-	-
Students with Disabilities	-	-	-	-	4	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	5	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.7	103	3	Typical Growth - High
Lowest Performing	47.3	24	2	Typical Growth - Low
High Needs	51.2	87	3	Typical Growth - High
English Learners and Former English Learners	53.6	48	3	Typical Growth - High
Low Income	49.5	77	2	Typical Growth - Low
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	0	-	-
Asian	-	-	-	-
Black or African American	57.3	33	3	Typical Growth - High
Hispanic or Latino	47.5	47	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	18	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.7	103	3	Typical Growth - High
Lowest Performing	52.0	24	3	Typical Growth - High
High Needs	50.5	87	3	Typical Growth - High
English Learners and Former English Learners	48.5	48	2	Typical Growth - Low
Low Income	48.5	77	2	Typical Growth - Low
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	0	-	-
Asian	-	-	-	-
Black or African American	50.7	33	3	Typical Growth - High
Hispanic or Latino	50.7	47	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	5	-	-
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	50.7	50.8	0.1	54.7	65	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	50.7	50.8	0.1	54.7	65	2	Improved Below 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	14.2	14.9	0.7	12.9	269	0	Declined
Lowest Performing	12.0	12.5	0.5	8.5	24	1	No Change
High Needs	15.6	17.1	1.5	13.0	222	0	Declined
English Learners and Former English Learners	10.7	14.8	4.1	7.7	108	0	Declined
Low Income	16.3	19.2	2.9	12.6	193	0	Declined
Students with Disabilities	29.1	29.4	0.3	25.8	68	1	No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	8	-	-
Black or African American	3.6	5.8	2.2	1.0	86	0	Declined
Hispanic or Latino	17.1	22.7	5.6	13.4	128	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	20.0	7.9	-12.1	18.6	38	4	Exceeded 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	157	157	100	Yes	1	158	158	100	Yes	1	30	30	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	131	131	132	132	23	23	286	286	100	Yes	1
English Learners and Former English Learners	76	76	76	76	13	13	165	165	100	Yes	1
Low Income	113	113	114	114	19	19	246	246	100	Yes	1
Students with Disabilities	32	32	32	32	5	5	69	69	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	2	2	2	2	1	1	5	-	-	-	-
Black or African American	49	49	49	49	6	6	104	104	100	Yes	1
Hispanic or Latino	72	72	73	73	17	17	162	162	100	Yes	1
Multi-Race, Not Hispanic or Latino	6	6	6	6	1	1	13	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	27	27	27	27	5	5	59	59	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