Massachusetts School and District Profiles

Worcester Academic Center for Transition (ACT)

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2026

Accountability Report

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2026 Official Accountability Report - Worcester Academic Center for Transition (ACT)

Organization Information

DISTRICT NAME
Worcester (03480000)

TITLE I STATUS
Title I School

SCHOOL
Worcester Academic Center for Transition (ACT) (03480290)

GRADES SERVED
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

Low student group performance: Students with Disabilities -Low Income -High Needs

Low participation rate: Low Income

Progress toward improvement targets	Accountability percentile
21% - Limited or no progress toward targets	1

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	-	21%
Weight	0%	100%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	21%
	Limited or no 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	-	-	-	-
	Mathematics achievement	2	4	-	-	-	-
	Science achievement	-	-	-	-	-	-
	Achievement total	2	8	67.5	-	-	-
Growth	English language arts growth	0	4	-	-	-	-
	Mathematics growth	1	4	-	-	-	-
	Growth total	1	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		1.6	7.6	-	-	-	-
Percentage of possible points		21%		-	-		-
2026 Annual criterion-referenced target percentage		21%

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	-	-	-	-	-	-
	Mathematics achievement	-	-	-	-	-	-
	Science achievement	-	-	-	-	-	-
	Achievement total	-	-	-	-	-	-
Growth	English language arts growth	-	-	-	-	-	-
	Mathematics growth	-	-	-	-	-	-
	Growth total	-	-	-	-	-	-
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	-	-	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	-	-	-	-	-	-
Weighted total		-	-	-	-	-	-
Percentage of possible points		-		-	-		-
2025 Annual criterion-referenced target percentage		-

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	-	21%
Weight	0%	100%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	21%
	Limited or no 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	-	-	-
	Achievement total	2	8	67.5
Growth	English language arts growth	0	4	-
	Mathematics growth	1	4	-
	Growth total	1	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		1.6	7.6	-
Percentage of possible points		21%		-
2026 Annual criterion-referenced target percentage		21%

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	-	-	-
	Mathematics achievement	-	-	-
	Science achievement	-	-	-
	Achievement total	-	-	-
Growth	English language arts growth	-	-	-
	Mathematics growth	-	-	-
	Growth total	-	-	-
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	-	-	-
	Advanced coursework completion	-	-	-
	Additional indicators total	-	-	-
Weighted total		-	-	-
Percentage of possible points		-		-
2025 Annual criterion-referenced target percentage		-

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	461.3	458.0	-3.3	463.6	32	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	461.3	458.0	-3.3	464.2	32	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	461.6	457.2	-4.4	464.0	29	0	Path Forward: Declined
Students with Disabilities	461.3	458.0	-3.3	464.6	32	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	9	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	456.7	458.2	1.5	459.2	30	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	456.7	458.2	1.5	459.4	30	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	456.6	458.3	1.7	459.4	27	2	Path Forward: Improved Below Target
Students with Disabilities	456.7	458.2	1.5	460.1	30	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	9	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	-	-	-	-	6	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	6	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	5	-	-
Students with Disabilities	-	-	-	-	6	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	28.2	25	0	Very Low Growth
Lowest Performing	-	-	-	-
High Needs	28.2	25	0	Very Low Growth
English Learners and Former English Learners	-	7	-	-
Low Income	26.0	23	0	Very Low Growth
Students with Disabilities	28.2	25	0	Very Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	8	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	34.3	24	1	Low Growth
Lowest Performing	-	-	-	-
High Needs	34.3	24	1	Low Growth
English Learners and Former English Learners	-	6	-	-
Low Income	35.0	22	1	Low Growth
Students with Disabilities	34.3	24	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	8	-	-

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	45.1	48.9	3.8	43.6	47	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	45.1	48.9	3.8	42.7	47	0	Declined
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	43.8	50.0	6.2	40.6	42	0	Declined
Students with Disabilities	45.1	48.9	3.8	41.5	47	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	22	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	13	-	-

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	40	37	95	Yes	2	40	37	95	Yes	2	10	-	-	-	-

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	40	37	40	37	10	9	90	83	95	Yes	2
English Learners and Former English Learners	10	9	10	9	3	2	23	-	-	-	-
Low Income	37	34	37	34	9	8	83	76	94	No	2
Students with Disabilities	40	37	40	37	10	9	90	83	95	Yes	2
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	4	4	4	4	2	2	10	-	-	-	-
Hispanic or Latino	20	18	20	18	4	3	44	39	95	Yes	2
Multi-Race, Not Hispanic or Latino	5	4	5	4	1	1	11	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	10	10	10	10	2	2	22	-	-	-	-

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