Massachusetts School and District Profiles

John W. McDevitt Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - John W. McDevitt Middle School

Organization Information

DISTRICT NAME
Waltham (03080000)

TITLE I STATUS
Title I School

SCHOOL
John W. McDevitt Middle School (03080415)

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
52% - Substantial progress toward targets	40

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	52%	52%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	52%
	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	2	4	-	-	-	-
	Achievement total	4	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		4.2	9.6	-	4.5	7.6	-
Percentage of possible points		44%		-	59%		-
2026 Annual criterion-referenced target percentage		52%

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	2	4	-	2	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	6	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	2	4	10.0
Weighted total		5.0	9.6	-	4.0	7.6	-
Percentage of possible points		52%		-	53%		-
2025 Annual criterion-referenced target percentage		52%

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	55%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	39%
	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	0	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		2.9	10.3	-
Percentage of possible points		28%		-
2026 Annual criterion-referenced target percentage		28%

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	0	4	-
	Science achievement	4	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		5.7	10.3	-
Percentage of possible points		55%		-
2025 Annual criterion-referenced target percentage		55%

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	491.2	488.6	-2.6	495.1	575	0	Recovery Path: Declined
Lowest Performing	452.6	454.7	2.1	457.7	86	2	Path Forward: Improved Below Target
High Needs	481.8	478.0	-3.8	485.1	419	0	Recovery Path: Declined
English Learners and Former English Learners	474.9	473.1	-1.8	479.9	303	0	Recovery Path: Declined
Low Income	481.6	477.8	-3.8	485.2	331	0	Recovery Path: Declined
Students with Disabilities	470.0	464.4	-5.6	472.4	153	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	509.5	504.6	-4.9	512.6	22	3	Path Forward: Met Target
Black or African American	496.0	491.6	-4.4	499.3	46	0	Path Forward: Declined
Hispanic or Latino	480.9	477.2	-3.7	484.9	350	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	509.3	510.7	1.4	512.0	139	4	Recovery Path: 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	490.8	491.1	0.3	493.1	571	2	Recovery Path: Improved Below Target
Lowest Performing	460.5	466.2	5.7	466.0	86	3	Recovery Path: Met Target
High Needs	482.9	483.0	0.1	485.6	415	2	Path Forward: Improved Below Target
English Learners and Former English Learners	478.0	479.5	1.5	480.4	300	2	Recovery Path: Improved Below Target
Low Income	482.3	482.3	0.0	484.4	326	1	Recovery Path: No Change
Students with Disabilities	472.4	472.3	-0.1	475.8	151	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	509.0	511.6	2.6	513.0	22	4	Path Forward: Exceeded Target
Black or African American	491.8	489.1	-2.7	495.1	46	0	Path Forward: Declined
Hispanic or Latino	481.9	482.1	0.2	484.5	346	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	507.0	507.8	0.8	509.8	139	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	489.5	489.6	0.1	492.9	204	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	47	-	-
High Needs	483.4	478.7	-4.7	487.2	134	0	Path Forward: Declined
English Learners and Former English Learners	478.1	473.9	-4.2	481.2	96	0	Recovery Path: Declined
Low Income	482.4	478.8	-3.6	484.8	110	0	Recovery Path: Declined
Students with Disabilities	476.2	469.2	-7.0	480.0	38	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	481.7	477.9	-3.8	484.1	122	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	507.1	509.6	2.5	510.9	52	3	Recovery Path: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.1	548	3	Typical Growth - High
Lowest Performing	41.8	86	2	Typical Growth - Low
High Needs	50.9	393	3	Typical Growth - High
English Learners and Former English Learners	51.9	280	3	Typical Growth - High
Low Income	51.6	307	3	Typical Growth - High
Students with Disabilities	41.9	151	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	51.4	20	3	Typical Growth - High
Black or African American	51.7	41	3	Typical Growth - High
Hispanic or Latino	51.2	331	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	54.4	138	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.9	553	3	Typical Growth - High
Lowest Performing	50.4	86	3	Typical Growth - High
High Needs	53.9	398	3	Typical Growth - High
English Learners and Former English Learners	53.0	285	3	Typical Growth - High
Low Income	53.2	309	3	Typical Growth - High
Students with Disabilities	48.6	150	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	60.5	22	4	Exceeded Typical Growth
Black or African American	58.2	42	3	Typical Growth - High
Hispanic or Latino	53.2	333	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	56.1	138	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	32.7	36.4	3.7	37.9	110	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	32.7	36.4	3.7	37.9	110	3	Met Target
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	13.0	11.3	-1.7	11.5	613	3	Met Target
Lowest Performing	8.5	17.4	8.9	3.9	86	0	Declined
High Needs	14.4	13.0	-1.4	12.0	453	2	Improved Below Target
English Learners and Former English Learners	14.9	12.5	-2.4	11.4	321	2	Improved Below Target
Low Income	15.4	14.9	-0.5	12.2	363	2	Improved Below Target
Students with Disabilities	12.8	16.4	3.6	9.2	159	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	8.3	18.5	10.2	5.0	27	0	Declined
Black or African American	5.8	3.8	-2.0	2.2	53	4	Exceeded Target
Hispanic or Latino	14.9	13.5	-1.4	10.7	371	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	8.7	7.0	-1.7	6.9	143	3	Met 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	601	599	100	Yes	1	597	597	100	Yes	1	213	213	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	444	442	439	439	143	143	1,026	1,024	100	Yes	1
English Learners and Former English Learners	322	321	319	319	104	104	745	744	100	Yes	1
Low Income	353	352	348	348	118	118	819	818	100	Yes	1
Students with Disabilities	159	157	156	156	39	39	354	352	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	24	24	24	24	9	9	57	57	100	Yes	1
Black or African American	52	52	52	52	15	15	119	119	100	Yes	1
Hispanic or Latino	367	366	364	364	128	128	859	858	100	Yes	1
Multi-Race, Not Hispanic or Latino	17	17	17	17	8	8	42	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	140	139	139	139	52	52	331	330	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