Massachusetts School and District Profiles

Robert E. Melican Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Robert E. Melican Middle School

Organization Information

DISTRICT NAME
Northborough (02130000)

TITLE I STATUS
Non-Title I School

SCHOOL
Robert E. Melican Middle School (02130305)

GRADES SERVED
06,07,08

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
54% - Substantial progress toward targets	62

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	54%	54%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	54%
	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	-	3	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	5	12	67.5	5	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		4.7	10.3	-	4.8	7.6	-
Percentage of possible points		46%		-	63%		-
2026 Annual criterion-referenced target percentage		54%

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	1	4	-	4	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	67.5	6	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	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	2	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	2	4	10.0
Weighted total		3.8	10.3	-	5.4	7.6	-
Percentage of possible points		37%		-	71%		-
2025 Annual criterion-referenced target percentage		54%

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	44%	44%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	44%
	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	2	4	-
	Science achievement	3	4	-
	Achievement total	5	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		4.5	10.3	-
Percentage of possible points		44%		-
2026 Annual criterion-referenced target percentage		44%

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	2	4	-
	Mathematics achievement	1	4	-
	Science achievement	2	4	-
	Achievement total	5	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		4.5	10.3	-
Percentage of possible points		44%		-
2025 Annual criterion-referenced target percentage		44%

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	499.4	495.5	-3.9	502.3	534	0	Recovery Path: Declined
Lowest Performing	469.0	469.7	0.7	473.8	78	2	Recovery Path: Improved Below Target
High Needs	485.2	481.4	-3.8	487.3	213	0	Recovery Path: Declined
English Learners and Former English Learners	482.9	477.6	-5.3	487.3	63	0	Recovery Path: Declined
Low Income	485.9	485.5	-0.4	488.6	109	1	Recovery Path: No Change
Students with Disabilities	477.8	474.2	-3.6	479.9	119	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	515.1	509.4	-5.7	518.3	80	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	484.6	483.0	-1.6	489.1	71	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	506.4	500.9	-5.5	507.8	25	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	7	-	-
White	497.7	494.0	-3.7	500.5	335	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	501.8	502.1	0.3	503.2	533	2	Recovery Path: Improved Below Target
Lowest Performing	472.9	478.3	5.4	478.0	78	3	Recovery Path: Met Target
High Needs	488.6	488.9	0.3	491.1	212	2	Path Forward: Improved Below Target
English Learners and Former English Learners	486.2	488.9	2.7	489.7	63	2	Recovery Path: Improved Below Target
Low Income	485.4	490.9	5.5	487.8	107	4	Path Forward: Exceeded Target
Students with Disabilities	482.4	482.3	-0.1	485.6	119	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	524.5	521.4	-3.1	527.5	80	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	482.2	488.1	5.9	485.7	71	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	506.6	507.5	0.9	508.1	25	3	Path Forward: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	7	-	-
White	500.2	499.5	-0.7	501.8	334	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	504.6	504.4	-0.2	506.8	165	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	32	-	-
High Needs	489.8	493.1	3.3	493.3	67	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	486.1	494.3	8.2	490.5	30	4	Path Forward: Exceeded Target
Students with Disabilities	484.6	486.8	2.2	488.8	44	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	522.4	511.0	-11.4	524.6	21	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.7	504.6	-1.1	507.9	113	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.4	520	2	Typical Growth - Low
Lowest Performing	43.3	78	2	Typical Growth - Low
High Needs	41.8	204	2	Typical Growth - Low
English Learners and Former English Learners	45.2	59	2	Typical Growth - Low
Low Income	43.1	106	2	Typical Growth - Low
Students with Disabilities	38.7	116	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	50.5	78	3	Typical Growth - High
Black or African American	-	15	-	-
Hispanic or Latino	40.4	66	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	40.1	25	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	7	-	-
White	42.7	328	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.7	522	2	Typical Growth - Low
Lowest Performing	55.3	78	3	Typical Growth - High
High Needs	48.2	204	2	Typical Growth - Low
English Learners and Former English Learners	50.9	60	3	Typical Growth - High
Low Income	50.3	103	3	Typical Growth - High
Students with Disabilities	45.5	117	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	57.4	80	3	Typical Growth - High
Black or African American	-	15	-	-
Hispanic or Latino	51.7	66	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	53.5	25	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	7	-	-
White	46.1	328	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	14.2	11.7	-2.5	13.1	564	4	Exceeded Target
Lowest Performing	14.5	11.5	-3.0	11.2	78	3	Met Target
High Needs	20.5	19.4	-1.1	18.4	232	2	Improved Below Target
English Learners and Former English Learners	9.9	8.5	-1.4	6.9	71	2	Improved Below Target
Low Income	23.1	25.2	2.1	18.8	127	0	Declined
Students with Disabilities	22.7	18.7	-4.0	20.2	123	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	5.5	2.4	-3.1	3.4	82	4	Exceeded Target
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	13.2	12.5	-0.7	9.0	80	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	10.7	11.5	0.8	9.6	26	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	7	-	-
White	17.5	13.5	-4.0	16.3	348	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	546	543	99	Yes	1	544	543	100	Yes	1	171	171	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	220	219	219	219	71	71	510	509	100	Yes	1
English Learners and Former English Learners	66	66	67	67	18	18	151	151	100	Yes	1
Low Income	114	113	112	112	33	33	259	258	100	Yes	1
Students with Disabilities	121	120	120	120	44	44	285	284	100	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	80	80	80	80	21	21	181	181	100	Yes	1
Black or African American	17	17	18	18	5	5	40	-	-	-	-
Hispanic or Latino	76	76	76	76	20	20	172	172	100	Yes	1
Multi-Race, Not Hispanic or Latino	25	25	25	25	10	10	60	60	100	Yes	1
Native Hawaiian or Other Pacific Islander	7	7	7	7	0	0	14	-	-	-	-
White	340	337	337	336	114	114	791	787	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