Massachusetts School and District Profiles

Ephraim Curtis Middle

Districts
Schools

2024

2024 Official Accountability Report - Ephraim Curtis Middle

Organization Information

DISTRICT NAME
Sudbury (02880000)

TITLE I STATUS
Title I School

SCHOOL
Ephraim Curtis Middle (02880305)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
81% - Meeting or exceeding targets	93

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	90%	76%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	81%
	Meeting or exceeding targets

2024 Points awarded

2024 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	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	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	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		9.2	10.3	-	4.7	7.6	-
Percentage of possible points		89%		-	62%		-
2024 Annual criterion-referenced target percentage		76%

2023 Points awarded

2023 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	-	4	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	7	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	22.5	8	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0
Weighted total		9.7	10.3	-	6.5	7.6	-
Percentage of possible points		94%		-	86%		-
2023 Annual criterion-referenced target percentage		90%

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

	2023	2024
Annual criterion-referenced target percentage	68%	13%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	35%
	Moderate progress toward targets

2024 Points awarded

2024 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%		-
2024 Annual criterion-referenced target percentage		13%

2023 Points awarded

2023 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	3	4	-
	Science achievement	3	4	-
	Achievement total	8	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		7.0	10.3	-
Percentage of possible points		68%		-
2023 Annual criterion-referenced target percentage		68%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	512.2	510.5	-1.7	515.0	820	4	Recovery Path: Exceeded Target
Lowest Performing	481.8	486.2	4.4	486.9	129	2	Path Forward: Improved Below Target
High Needs	492.9	491.9	-1.0	495.2	269	0	Recovery Path: Declined
English Learners and Former English Learners	493.7	488.0	-5.7	497.2	31	0	Recovery Path: Declined
Low Income	494.9	490.2	-4.7	497.7	81	0	Recovery Path: Declined
Students with Disabilities	488.9	489.2	0.3	491.3	218	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	523.8	520.6	-3.2	526.2	79	4	Recovery Path: Exceeded Target
Black or African American	495.1	496.8	1.7	498.4	31	3	Recovery Path: Met Target
Hispanic or Latino	504.1	500.2	-3.9	506.7	40	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	513.1	514.7	1.6	514.5	60	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	511.7	510.1	-1.6	515.0	608	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	514.0	512.7	-1.3	515.5	817	4	Path Forward: Exceeded Target
Lowest Performing	488.0	490.1	2.1	493.1	128	3	Path Forward: Met Target
High Needs	496.6	495.6	-1.0	499.1	267	0	Path Forward: Declined
English Learners and Former English Learners	500.4	497.8	-2.6	503.9	30	0	Recovery Path: Declined
Low Income	492.3	490.9	-1.4	493.9	81	0	Recovery Path: Declined
Students with Disabilities	493.7	492.7	-1.0	496.9	216	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	527.9	530.1	2.2	530.9	79	4	Path Forward: Exceeded Target
Black or African American	491.2	495.5	4.3	493.7	31	4	Recovery Path: Exceeded Target
Hispanic or Latino	500.9	503.8	2.9	503.8	40	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	516.5	513.9	-2.6	518.0	59	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	513.5	511.7	-1.8	515.2	606	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	511.0	509.4	-1.6	513.2	281	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	64	-	-
High Needs	496.4	494.3	-2.1	499.9	87	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	492.5	495.4	2.9	496.9	25	3	Path Forward: Met Target
Students with Disabilities	494.2	491.1	-3.1	498.4	73	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	519.9	516.0	-3.9	522.1	25	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	518.4	511.8	-6.6	520.6	25	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.5	509.9	0.4	511.7	206	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	54.4	796	3	Typical Growth - High
Lowest Performing	57.5	129	3	Typical Growth - High
High Needs	49.6	258	2	Typical Growth - Low
English Learners and Former English Learners	51.3	30	3	Typical Growth - High
Low Income	46.9	78	2	Typical Growth - Low
Students with Disabilities	50.0	209	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	56.1	76	3	Typical Growth - High
Black or African American	55.9	28	3	Typical Growth - High
Hispanic or Latino	46.4	38	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	61.0	59	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	53.9	593	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	53.0	793	3	Typical Growth - High
Lowest Performing	55.7	128	3	Typical Growth - High
High Needs	47.9	255	2	Typical Growth - Low
English Learners and Former English Learners	50.6	29	3	Typical Growth - High
Low Income	46.5	78	2	Typical Growth - Low
Students with Disabilities	46.9	206	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	58.7	76	3	Typical Growth - High
Black or African American	48.1	28	2	Typical Growth - Low
Hispanic or Latino	59.9	38	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	53.0	57	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	52.1	592	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2023 Rate (%)	2024 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	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	10.7	7.2	-3.5	9.6	829	4	Exceeded Target
Lowest Performing	12.1	14.7	2.6	8.8	129	0	Declined
High Needs	18.3	15.0	-3.3	16.2	267	4	Exceeded Target
English Learners and Former English Learners	9.4	21.2	11.8	6.4	33	0	Declined
Low Income	28.8	29.4	0.6	24.5	85	0	Declined
Students with Disabilities	15.5	14.2	-1.3	13.0	211	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	6.5	3.7	-2.8	4.4	81	4	Exceeded Target
Black or African American	14.8	12.5	-2.3	11.8	32	2	Improved Below Target
Hispanic or Latino	15.9	17.5	1.6	11.7	40	0	Declined
Multi-Race, Not Hispanic or Latino	11.1	13.1	2.0	10.0	61	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	10.8	6.2	-4.6	9.6	613	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	826	826	100	Yes	1	824	823	100	Yes	1	286	284	99	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	271	271	270	269	90	88	631	628	100	Yes	1
English Learners and Former English Learners	32	32	32	31	10	9	74	72	97	Yes	1
Low Income	82	82	82	82	26	26	190	190	100	Yes	1
Students with Disabilities	219	219	218	217	76	74	513	510	99	Yes	1
American Indian or Alaska Native	1	1	1	1	0	-	2	-	-	-	-
Asian	79	79	79	79	25	25	183	183	100	Yes	1
Black or African American	31	31	31	31	9	9	71	71	100	Yes	1
Hispanic or Latino	40	40	40	40	16	16	96	96	100	Yes	1
Multi-Race, Not Hispanic or Latino	61	61	60	60	26	26	147	147	100	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	-	2	-	-	-	-
White	609	609	608	607	208	206	1,425	1,422	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