Worcester Public Schools is making incremental academic progress, but declining high school test scores and persistent absenteeism continue to challenge the district, according to an annual review of student performance presented to the school committee on Oct. 22.
The administration’s report examined the district’s performance on the Massachusetts Comprehensive Assessment System (MCAS) and other state accountability measures, comparing Worcester’s results with statewide averages and those of similar urban districts.
Although Massachusetts voters eliminated MCAS scores as a high school graduation requirement in 2024, the tests remain part of the state’s system for measuring academic achievement and school improvement.
Worcester’s latest data showed that the district maintained or improved its performance on 15 of 18 accountability indicators, despite meeting fewer targets in 2026 than in 2025, when it met six targets and improved on six others. District officials noted that targets were raised for 2026, making some goals more difficult to achieve.
High school achievement in English language arts, math and science declined for the second consecutive year, a trend that District Director of Research and Accountability Dr. Marco Andrade said extends beyond Worcester.
“This coincides with MCAS being removed as a graduation requirement,” Andrade said. “This pattern is actually consistent across the state.”
At the elementary and middle school levels, performance remained stable or improved slightly across academic subjects. Fourteen Worcester schools increased their progress toward state accountability targets.
Four schools met or exceeded their annual targets: Columbus Park Preparatory Academy, Elm Park Community School, Flagg Street School and Francis J. McGrath Elementary School. Columbus Park recorded the highest percentage, meeting or exceeding 98% of its targets.
Columbus Park and McGrath were also among four Worcester schools designated as Schools of Recognition by the state, along with Midland Street School and Worcester Arts Magnet School.
One of the district’s more encouraging trends involved English learners in elementary and middle school grades.
For three consecutive years, those students have made gains toward English language proficiency targets. In 2026, the share meeting their annual proficiency goals increased by approximately six percentage points, reaching nearly 50%.
High school English learners, however, experienced a slight decline after two years of improvement.
The presentation also examined academic performance among English learners, students with disabilities and Hispanic and Latino students. Results at the elementary and middle school levels were generally stable, while high school performance either declined or remained unchanged.
Student attendance remains another concern.
Chronic absenteeism, defined as missing at least 10% of the school year, remained relatively unchanged across the district in 2026. The issue has continued to draw attention from School Committee members as districts statewide work to improve attendance following disruptions associated with the COVID-19 pandemic.
Worcester’s graduation rate also remained stable, following statewide trends. According to the presentation, the district’s graduation rate was approximately six percentage points higher than that of comparable urban districts.
The district reported a slight increase in its extended engagement rate, a measure that had declined in previous years. Its annual dropout rate remained low compared with the average among similar urban districts.
Looking ahead, the administration outlined several priorities for improving student outcomes during the 2026-27 school year.
They include strengthening instructional support for schools, expanding teacher collaboration through Professional Learning Communities and implementing new high-quality instructional materials, particularly for English learners at the secondary level.
The district also plans to improve oversight and procedures for its Attendance Matters initiative and introduce a new curriculum and training plan for special education autism programs.
Superintendent Brian Allen said the district is putting the resources and personnel in place to build on its progress.
“MCAS is one measure of student performance,” Allen said. “While this is a snapshot in time, we believe we are on the cusp of student achievement through the resources and people that we have in place.”
School committee members raised questions about chronic absenteeism and how the district identifies schools most in need of additional support.
The committee voted to file the report and approved motions requesting more detailed information, including the actual number of chronically absent students rather than percentages alone.
Members also requested individual school accountability scores to provide a clearer picture of where progress is occurring and where additional improvements are needed.
Jason Bleau, a seasoned reporter from Connecticut’s Quiet Corner, has more than 11 years of news media experience. He has worked as a news anchor for WINY 1350 AM, contributed to Stonebridge Press publications, and covered racing as a Press Box coordinator at Thompson Speedway. Outside journalism, he is a movie enthusiast, freelance film reviewer, banker and solo musician. He can be reached at bleau.jason@yahoo.com
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