Massachusetts School and District Profiles

Stoneham Central Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Stoneham Central Middle School

Organization Information

DISTRICT NAME
Stoneham (02840000)

TITLE I STATUS
Title I School

SCHOOL
Stoneham Central Middle School (02840405)

GRADES SERVED
05,06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
40% - Moderate progress toward targets	53

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	34%	45%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	40%
	Moderate 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	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	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	3	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	2	4	10.0
Weighted total		3.5	9.6	-	4.0	7.6	-
Percentage of possible points		37%		-	53%		-
2026 Annual criterion-referenced target percentage		45%

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	0	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	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	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		1.5	9.6	-	4.0	7.6	-
Percentage of possible points		16%		-	53%		-
2025 Annual criterion-referenced target percentage		34%

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	13%	44%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	31%
	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	3	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%		-
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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	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		1.3	10.3	-
Percentage of possible points		13%		-
2025 Annual criterion-referenced target percentage		13%

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	497.4	494.0	-3.4	500.3	653	0	Recovery Path: Declined
Lowest Performing	467.6	470.5	2.9	472.0	112	2	Recovery Path: Improved Below Target
High Needs	482.6	481.7	-0.9	485.4	259	0	Recovery Path: Declined
English Learners and Former English Learners	480.1	478.9	-1.2	483.4	65	0	Recovery Path: Declined
Low Income	483.7	482.6	-1.1	486.8	154	0	Recovery Path: Declined
Students with Disabilities	475.3	475.9	0.6	478.3	140	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	502.3	503.1	0.8	505.1	41	3	Recovery Path: Met Target
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	485.8	484.5	-1.3	489.7	98	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	506.8	501.9	-4.9	508.8	30	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.1	495.0	-4.1	502.1	463	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	496.6	497.3	0.7	498.9	656	2	Recovery Path: Improved Below Target
Lowest Performing	473.5	476.0	2.5	478.3	112	2	Recovery Path: Improved Below Target
High Needs	484.4	486.5	2.1	486.4	260	3	Recovery Path: Met Target
English Learners and Former English Learners	484.4	485.5	1.1	487.7	65	2	Recovery Path: Improved Below Target
Low Income	485.1	485.6	0.5	487.6	154	2	Recovery Path: Improved Below Target
Students with Disabilities	479.7	481.9	2.2	482.1	141	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	506.3	506.5	0.2	510.0	41	3	Path Forward: Met Target
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	487.1	488.7	1.6	489.8	98	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	502.6	503.5	0.9	504.7	31	2	Path Forward: Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.8	498.2	0.4	500.1	465	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	500.7	501.7	1.0	503.4	322	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	45	-	-
High Needs	487.9	489.4	1.5	491.3	131	2	Path Forward: Improved Below Target
English Learners and Former English Learners	482.2	485.0	2.8	485.8	33	2	Path Forward: Improved Below Target
Low Income	489.6	489.1	-0.5	491.6	74	1	Recovery Path: No Change
Students with Disabilities	482.3	485.5	3.2	486.8	77	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	23	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	487.3	492.9	5.6	492.4	50	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.1	504.4	2.3	505.1	220	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.0	632	2	Typical Growth - Low
Lowest Performing	56.2	112	3	Typical Growth - High
High Needs	48.0	241	2	Typical Growth - Low
English Learners and Former English Learners	56.6	57	3	Typical Growth - High
Low Income	46.8	146	2	Typical Growth - Low
Students with Disabilities	48.7	132	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	52.1	35	3	Typical Growth - High
Black or African American	-	16	-	-
Hispanic or Latino	50.7	95	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	40.1	30	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.8	455	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.8	638	2	Typical Growth - Low
Lowest Performing	46.8	112	2	Typical Growth - Low
High Needs	46.4	244	2	Typical Growth - Low
English Learners and Former English Learners	48.2	61	2	Typical Growth - Low
Low Income	43.8	147	2	Typical Growth - Low
Students with Disabilities	46.3	132	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	59.9	36	3	Typical Growth - High
Black or African American	-	18	-	-
Hispanic or Latino	49.1	95	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	48.7	30	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.6	458	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	55.6	34.8	-20.8	60.8	23	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	55.6	34.8	-20.8	60.8	23	0	Declined
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	10.8	9.9	-0.9	9.5	699	3	Met Target
Lowest Performing	15.3	15.2	-0.1	11.8	112	2	Improved Below Target
High Needs	16.5	15.2	-1.3	13.9	290	2	Improved Below Target
English Learners and Former English Learners	8.8	14.0	5.2	5.8	86	0	Declined
Low Income	20.2	17.9	-2.3	16.5	179	2	Improved Below Target
Students with Disabilities	16.7	15.2	-1.5	13.4	145	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	2.6	6.5	3.9	1.0	46	4	Exceeded Target
Black or African American	-	-	-	-	27	-	-
Hispanic or Latino	18.3	18.0	-0.3	14.6	111	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	16.7	9.7	-7.0	15.4	31	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.9	7.9	-2.0	8.5	482	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	679	674	99	Yes	1	678	677	100	Yes	1	334	333	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	280	277	279	278	141	141	700	696	99	Yes	1
English Learners and Former English Learners	77	77	77	77	39	39	193	193	100	Yes	1
Low Income	168	166	167	166	80	80	415	412	99	Yes	1
Students with Disabilities	146	144	146	145	80	80	372	369	99	Yes	1
American Indian or Alaska Native	2	2	2	2	2	2	6	-	-	-	-
Asian	46	46	46	46	26	26	118	118	100	Yes	1
Black or African American	25	25	25	25	14	14	64	64	100	Yes	1
Hispanic or Latino	102	102	102	102	53	53	257	257	100	Yes	1
Multi-Race, Not Hispanic or Latino	31	30	31	31	16	16	78	77	99	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	473	469	472	471	223	222	1,168	1,162	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