Massachusetts School and District Profiles

The Bromfield Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - The Bromfield Middle School

Organization Information

DISTRICT NAME
Harvard (01250000)

TITLE I STATUS
Non-Title I School

SCHOOL
The Bromfield Middle School (01250305)

GRADES SERVED
06,07,08

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
76% - Meeting or exceeding targets	88

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	77%	76%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	76%
	Meeting or exceeding 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	4	4	-	2	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	22.5	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		9.9	10.3	-	4.2	7.6	-
Percentage of possible points		96%		-	55%		-
2026 Annual criterion-referenced target percentage		76%

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	-	4	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	5	8	22.5	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		8.6	10.3	-	5.4	7.6	-
Percentage of possible points		84%		-	71%		-
2025 Annual criterion-referenced target percentage		77%

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	12%	26%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	20%
	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	0	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		2.7	10.3	-
Percentage of possible points		26%		-
2026 Annual criterion-referenced target percentage		26%

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	-	-	-
	Achievement total	0	8	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		0.9	7.6	-
Percentage of possible points		12%		-
2025 Annual criterion-referenced target percentage		12%

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	512.1	509.4	-2.7	514.4	216	4	Path Forward: Exceeded Target
Lowest Performing	480.8	482.8	2.0	485.9	35	2	Path Forward: Improved Below Target
High Needs	489.3	487.2	-2.1	492.2	56	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	485.0	485.3	0.3	487.4	20	2	Path Forward: Improved Below Target
Students with Disabilities	488.7	479.9	-8.8	492.0	36	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	510.8	511.9	1.1	513.9	38	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.6	508.8	-4.8	516.0	148	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	508.0	510.5	2.5	510.5	237	4	Path Forward: Exceeded Target
Lowest Performing	483.6	483.7	0.1	488.7	35	2	Path Forward: Improved Below Target
High Needs	492.1	492.2	0.1	494.8	59	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	487.1	487.8	0.7	489.9	22	2	Path Forward: Improved Below Target
Students with Disabilities	490.3	485.1	-5.2	493.7	38	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	518.8	522.9	4.1	522.8	41	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.7	507.4	0.7	509.5	159	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	513.6	514.7	1.1	517.2	78	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	17	-	-
High Needs	501.3	495.5	-5.8	505.1	21	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	7	-	-
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	515.3	514.1	-1.2	519.0	52	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.7	210	3	Typical Growth - High
Lowest Performing	55.1	35	3	Typical Growth - High
High Needs	43.5	53	2	Typical Growth - Low
English Learners and Former English Learners	-	13	-	-
Low Income	-	18	-	-
Students with Disabilities	40.1	34	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	54.3	37	3	Typical Growth - High
Black or African American	-	6	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.5	143	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.0	233	3	Typical Growth - High
Lowest Performing	45.1	35	2	Typical Growth - Low
High Needs	43.2	57	2	Typical Growth - Low
English Learners and Former English Learners	-	14	-	-
Low Income	41.0	21	2	Typical Growth - Low
Students with Disabilities	43.3	36	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	52.0	40	3	Typical Growth - High
Black or African American	-	7	-	-
Hispanic or Latino	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.0	156	2	Typical Growth - Low

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	12.3	6.2	-6.1	10.8	242	4	Exceeded Target
Lowest Performing	16.2	5.7	-10.5	11.6	35	4	Exceeded Target
High Needs	17.7	10.0	-7.7	15.3	60	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	23.1	17.4	-5.7	19.9	23	4	Exceeded Target
Students with Disabilities	15.8	13.2	-2.6	12.2	38	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	2.8	0.0	-2.8	1.0	41	4	Exceeded Target
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	13.6	6.7	-6.9	11.8	164	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	240	217	95	Yes	2	240	238	99	Yes	1	79	78	99	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	59	57	60	60	21	21	140	138	99	Yes	1
English Learners and Former English Learners	15	14	15	15	3	3	33	-	-	-	-
Low Income	23	21	23	23	7	7	53	51	96	Yes	1
Students with Disabilities	37	36	38	38	15	15	90	89	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	41	38	41	41	11	11	93	90	97	Yes	1
Black or African American	7	6	7	7	4	4	18	-	-	-	-
Hispanic or Latino	17	13	17	17	8	8	42	-	-	-	-
Multi-Race, Not Hispanic or Latino	13	11	13	13	3	3	29	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	162	149	162	160	53	52	377	361	96	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