Massachusetts School and District Profiles

Hopkinton Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Hopkinton Middle School

Organization Information

DISTRICT NAME
Hopkinton (01390000)

TITLE I STATUS
Title I School

SCHOOL
Hopkinton Middle School (01390305)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
70% - Substantial progress toward targets	91

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	77%	66%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	70%
	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	4	4	-	0	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	3	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		9.2	10.3	-	3.2	7.6	-
Percentage of possible points		89%		-	42%		-
2026 Annual criterion-referenced target percentage		66%

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	-	2	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	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	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		9.3	10.3	-	4.9	7.6	-
Percentage of possible points		90%		-	65%		-
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	61%	51%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	55%
	Substantial 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	4	4	-
	Science achievement	2	4	-
	Achievement total	6	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		5.2	10.3	-
Percentage of possible points		51%		-
2026 Annual criterion-referenced target percentage		51%

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	4	4	-
	Mathematics achievement	3	4	-
	Science achievement	0	4	-
	Achievement total	7	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		6.3	10.3	-
Percentage of possible points		61%		-
2025 Annual criterion-referenced target percentage		61%

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	514.2	511.4	-2.8	516.5	1,017	4	Recovery Path: Exceeded Target
Lowest Performing	485.9	485.2	-0.7	490.0	157	0	Recovery Path: Declined
High Needs	496.1	494.0	-2.1	498.7	281	0	Recovery Path: Declined
English Learners and Former English Learners	502.1	502.7	0.6	506.3	126	3	Recovery Path: Met Target
Low Income	496.7	489.3	-7.4	500.1	89	0	Recovery Path: Declined
Students with Disabilities	483.7	479.6	-4.1	486.1	138	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	522.1	521.0	-1.1	523.9	367	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	508.8	501.8	-7.0	511.4	57	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	512.5	511.8	-0.7	513.9	70	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.3	506.2	-4.1	512.6	511	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	520.2	520.5	0.3	521.7	1,020	4	Path Forward: Exceeded Target
Lowest Performing	491.1	493.3	2.2	496.4	157	3	Recovery Path: Met Target
High Needs	500.6	503.1	2.5	502.0	283	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	510.7	514.8	4.1	512.5	126	4	Recovery Path: Exceeded Target
Low Income	498.7	494.7	-4.0	500.7	89	0	Recovery Path: Declined
Students with Disabilities	487.7	487.8	0.1	490.3	140	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	532.3	534.2	1.9	535.3	367	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	508.5	510.1	1.6	511.4	57	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	517.9	520.0	2.1	520.0	70	4	Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	514.5	512.7	-1.8	516.4	514	4	Recovery Path: 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	510.0	511.8	1.8	512.2	313	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	79	-	-
High Needs	488.6	490.7	2.1	492.1	78	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	24	-	-
Low Income	493.0	488.4	-4.6	497.4	25	0	Path Forward: Declined
Students with Disabilities	482.8	482.7	-0.1	487.0	49	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	516.2	520.3	4.1	518.4	121	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.6	506.4	-2.2	510.8	154	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.6	979	2	Typical Growth - Low
Lowest Performing	42.3	157	2	Typical Growth - Low
High Needs	46.7	259	2	Typical Growth - Low
English Learners and Former English Learners	53.6	121	3	Typical Growth - High
Low Income	44.6	82	2	Typical Growth - Low
Students with Disabilities	39.5	124	1	Low Growth
American Indian or Alaska Native	-	2	-	-
Asian	54.8	354	3	Typical Growth - High
Black or African American	-	9	-	-
Hispanic or Latino	43.2	53	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	50.7	64	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.4	497	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.4	982	3	Typical Growth - High
Lowest Performing	55.2	157	3	Typical Growth - High
High Needs	51.9	262	3	Typical Growth - High
English Learners and Former English Learners	56.7	124	3	Typical Growth - High
Low Income	49.8	83	2	Typical Growth - Low
Students with Disabilities	45.2	125	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	62.7	355	4	Exceeded Typical Growth
Black or African American	-	10	-	-
Hispanic or Latino	57.7	52	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	56.1	63	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.9	500	3	Typical Growth - High

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	8.5	9.8	1.3	7.4	1,040	0	Declined
Lowest Performing	12.1	17.8	5.7	8.8	157	0	Declined
High Needs	13.8	16.4	2.6	11.7	293	0	Declined
English Learners and Former English Learners	10.1	9.8	-0.3	7.1	133	2	Improved Below Target
Low Income	21.8	25.3	3.5	17.5	95	0	Declined
Students with Disabilities	16.3	21.3	5.0	13.8	141	0	Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	5.7	9.5	3.8	3.6	369	0	Declined
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	21.2	20.6	-0.6	17.0	63	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	8.0	7.1	-0.9	6.9	70	3	Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	8.8	9.0	0.2	7.6	523	1	No Change

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	1,032	1,028	100	Yes	1	1,032	1,031	100	Yes	1	316	316	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	289	287	289	289	79	79	657	655	100	Yes	1
English Learners and Former English Learners	131	131	131	131	25	25	287	287	100	Yes	1
Low Income	93	93	93	93	25	25	211	211	100	Yes	1
Students with Disabilities	140	138	140	140	49	49	329	327	99	Yes	1
American Indian or Alaska Native	2	2	2	2	1	1	5	-	-	-	-
Asian	368	368	368	368	121	121	857	857	100	Yes	1
Black or African American	13	13	13	13	5	5	31	-	-	-	-
Hispanic or Latino	61	61	61	61	17	17	139	139	100	Yes	1
Multi-Race, Not Hispanic or Latino	70	70	70	70	16	16	156	156	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	518	514	518	517	156	156	1,192	1,187	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