Massachusetts School and District Profiles

Ayer Shirley Regional Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Ayer Shirley Regional Middle School

Organization Information

DISTRICT NAME
Ayer Shirley School District (06160000)

TITLE I STATUS
Title I School

SCHOOL
Ayer Shirley Regional Middle School (06160305)

GRADES SERVED
06,07,08

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
45% - 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	60%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	45%
	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	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	22.5	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		1.8	10.3	-	4.0	7.6	-
Percentage of possible points		18%		-	53%		-
2026 Annual criterion-referenced target percentage		35%

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	3	4	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	12	67.5	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	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		7.2	10.3	-	3.8	7.6	-
Percentage of possible points		70%		-	50%		-
2025 Annual criterion-referenced target percentage		60%

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	68%	19%
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	1	4	-
	Science achievement	0	4	-
	Achievement total	1	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		2.0	10.3	-
Percentage of possible points		19%		-
2026 Annual criterion-referenced target percentage		19%

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	2	4	-
	Science achievement	3	4	-
	Achievement total	9	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		7.0	10.3	-
Percentage of possible points		68%		-
2025 Annual criterion-referenced target percentage		68%

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	496.6	492.7	-3.9	499.2	383	0	Recovery Path: Declined
Lowest Performing	464.8	467.0	2.2	469.9	53	2	Path Forward: Improved Below Target
High Needs	486.1	483.8	-2.3	488.4	185	0	Recovery Path: Declined
English Learners and Former English Learners	472.3	476.1	3.8	474.9	28	4	Recovery Path: Exceeded Target
Low Income	489.1	486.5	-2.6	492.4	133	0	Recovery Path: Declined
Students with Disabilities	474.3	469.8	-4.5	476.1	85	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	12	-	-
Black or African American	494.2	485.7	-8.5	496.9	21	0	Path Forward: Declined
Hispanic or Latino	487.8	486.3	-1.5	489.7	56	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.6	494.7	-3.9	500.6	273	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	494.4	493.7	-0.7	496.8	383	0	Recovery Path: Declined
Lowest Performing	470.5	472.9	2.4	475.1	53	2	Recovery Path: Improved Below Target
High Needs	485.1	485.0	-0.1	486.7	184	1	Recovery Path: No Change
English Learners and Former English Learners	475.9	478.8	2.9	478.9	28	3	Recovery Path: Met Target
Low Income	486.6	486.4	-0.2	489.0	131	1	Recovery Path: No Change
Students with Disabilities	476.9	476.4	-0.5	480.2	85	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	12	-	-
Black or African American	489.5	483.8	-5.7	492.5	21	0	Path Forward: Declined
Hispanic or Latino	488.8	487.4	-1.4	491.9	57	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.6	496.2	0.6	497.5	272	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	505.4	498.3	-7.1	508.1	125	0	Path Forward: Declined
Lowest Performing	-	-	-	-	31	-	-
High Needs	492.5	486.6	-5.9	495.9	52	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	492.7	489.1	-3.6	496.1	38	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	23	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	24	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.8	501.1	-5.7	509.8	83	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.1	365	3	Typical Growth - High
Lowest Performing	42.8	53	2	Typical Growth - Low
High Needs	48.6	174	2	Typical Growth - Low
English Learners and Former English Learners	57.5	24	3	Typical Growth - High
Low Income	48.3	126	2	Typical Growth - Low
Students with Disabilities	42.1	79	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	12	-	-
Black or African American	-	17	-	-
Hispanic or Latino	54.8	53	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.9	263	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.9	366	3	Typical Growth - High
Lowest Performing	49.4	53	2	Typical Growth - Low
High Needs	47.0	173	2	Typical Growth - Low
English Learners and Former English Learners	57.9	24	3	Typical Growth - High
Low Income	46.3	124	2	Typical Growth - Low
Students with Disabilities	46.3	80	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	12	-	-
Black or African American	-	17	-	-
Hispanic or Latino	49.2	53	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.9	263	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	16.1	10.2	-5.9	14.8	411	4	Exceeded Target
Lowest Performing	30.5	20.4	-10.1	27.0	54	4	Exceeded Target
High Needs	26.6	14.1	-12.5	24.0	205	4	Exceeded Target
English Learners and Former English Learners	24.4	5.9	-18.5	21.4	34	4	Exceeded Target
Low Income	28.5	14.4	-14.1	24.8	146	4	Exceeded Target
Students with Disabilities	32.1	19.1	-13.0	28.8	94	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	13	-	-
Black or African American	6.5	8.3	1.8	3.0	24	3	Met Target
Hispanic or Latino	18.8	10.6	-8.2	15.1	66	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	16.8	11.5	-5.3	15.4	286	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	402	396	99	Yes	1	401	397	99	Yes	1	132	130	98	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	199	194	198	194	58	56	455	444	98	Yes	1
English Learners and Former English Learners	32	32	33	33	8	8	73	73	100	Yes	1
Low Income	142	140	141	139	41	41	324	320	99	Yes	1
Students with Disabilities	91	88	91	88	27	25	209	201	96	Yes	1
American Indian or Alaska Native	2	2	2	2	1	1	5	-	-	-	-
Asian	13	13	13	13	4	4	30	-	-	-	-
Black or African American	24	24	24	24	10	10	58	58	100	Yes	1
Hispanic or Latino	63	61	64	63	25	25	152	149	98	Yes	1
Multi-Race, Not Hispanic or Latino	19	19	19	19	5	5	43	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	281	277	279	276	87	85	647	638	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