Massachusetts School and District Profiles

May Street

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - May Street

Organization Information

DISTRICT NAME
Worcester (03480000)

TITLE I STATUS
Title I School

SCHOOL
May Street (03480175)

GRADES SERVED
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
51% - Substantial progress toward targets	44

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	45%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	51%
	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	3	4	-	3	4	-
	Mathematics growth	4	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		3.4	9.6	-	5.8	7.6	-
Percentage of possible points		35%		-	76%		-
2026 Annual criterion-referenced target percentage		56%

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	0	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	4	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	20.0	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		3.5	9.6	-	4.0	7.6	-
Percentage of possible points		37%		-	53%		-
2025 Annual criterion-referenced target percentage		45%

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	37%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	38%
	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	3	4	-
	Science achievement	0	4	-
	Achievement total	3	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	4	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		3.8	10.3	-
Percentage of possible points		37%		-
2025 Annual criterion-referenced target percentage		37%

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	488.3	485.8	-2.5	490.3	170	0	Path Forward: Declined
Lowest Performing	467.5	470.4	2.9	472.6	27	2	Path Forward: Improved Below Target
High Needs	485.1	482.6	-2.5	487.6	120	0	Recovery Path: Declined
English Learners and Former English Learners	484.8	479.4	-5.4	488.5	59	0	Recovery Path: Declined
Low Income	483.5	481.7	-1.8	485.8	93	0	Recovery Path: Declined
Students with Disabilities	474.5	470.7	-3.8	477.4	32	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	485.2	480.8	-4.4	488.6	48	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.7	491.7	-1.0	494.7	68	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	492.3	493.6	1.3	494.4	171	2	Path Forward: Improved Below Target
Lowest Performing	471.9	480.0	8.1	476.3	27	4	Recovery Path: Exceeded Target
High Needs	488.3	490.4	2.1	490.9	120	3	Path Forward: Met Target
English Learners and Former English Learners	489.5	489.1	-0.4	491.6	59	1	Recovery Path: No Change
Low Income	487.1	489.5	2.4	489.5	93	3	Path Forward: Met Target
Students with Disabilities	478.9	484.3	5.4	482.2	32	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	486.3	485.2	-1.1	489.1	48	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.2	499.9	2.7	499.3	69	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	495.5	487.1	-8.4	498.2	36	0	Path Forward: Declined
Lowest Performing	-	-	-	-	12	-	-
High Needs	492.5	485.8	-6.7	495.9	27	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	492.0	485.6	-6.4	495.4	20	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	5	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	8	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.4	110	3	Typical Growth - High
Lowest Performing	58.4	27	3	Typical Growth - High
High Needs	52.6	75	3	Typical Growth - High
English Learners and Former English Learners	52.1	37	3	Typical Growth - High
Low Income	51.6	60	3	Typical Growth - High
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	12	-	-
Black or African American	-	11	-	-
Hispanic or Latino	51.2	32	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.5	44	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.0	111	4	Exceeded Typical Growth
Lowest Performing	56.1	27	3	Typical Growth - High
High Needs	61.3	76	4	Exceeded Typical Growth
English Learners and Former English Learners	61.7	38	4	Exceeded Typical Growth
Low Income	60.7	61	4	Exceeded Typical Growth
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	12	-	-
Black or African American	-	11	-	-
Hispanic or Latino	52.5	33	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	66.3	44	4	Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	59.7	70.8	11.1	65.1	65	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	59.7	70.8	11.1	65.1	65	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	16.9	12.0	-4.9	15.6	274	4	Exceeded Target
Lowest Performing	17.9	7.4	-10.5	14.4	27	4	Exceeded Target
High Needs	19.4	15.2	-4.2	16.8	197	4	Exceeded Target
English Learners and Former English Learners	14.7	9.3	-5.4	11.7	86	4	Exceeded Target
Low Income	21.0	17.1	-3.9	17.3	158	3	Met Target
Students with Disabilities	24.0	14.6	-9.4	20.7	48	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	21	-	-
Black or African American	-	-	-	-	45	-	-
Hispanic or Latino	23.4	21.3	-2.1	19.7	80	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	14.9	5.7	-9.2	13.5	106	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	178	176	99	Yes	1	178	178	100	Yes	1	37	37	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	127	126	127	127	28	28	282	281	100	Yes	1
English Learners and Former English Learners	63	62	63	63	14	14	140	139	99	Yes	1
Low Income	100	99	100	100	21	21	221	220	100	Yes	1
Students with Disabilities	33	33	33	33	5	5	71	71	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	13	13	13	13	5	5	31	-	-	-	-
Black or African American	28	27	28	28	5	5	61	60	98	Yes	1
Hispanic or Latino	49	49	49	49	11	11	109	109	100	Yes	1
Multi-Race, Not Hispanic or Latino	18	18	18	18	8	8	44	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	70	69	70	70	8	8	148	147	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