Massachusetts School and District Profiles

Ephraim Curtis Middle

Districts
Schools

2025

2025 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
83% - Meeting or exceeding targets	94

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	76%	88%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	83%
	Meeting or exceeding targets

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	4	4	-	4	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	67.5	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	22.5	7	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	3	4	10.0
Weighted total		9.1	10.3	-	6.6	7.6	-
Percentage of possible points		88%		-	87%		-
2025 Annual criterion-referenced target percentage		88%

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%

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

	2024	2025
Annual criterion-referenced target percentage	13%	69%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	46%
	Moderate progress toward targets

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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	2	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		7.1	10.3	-
Percentage of possible points		69%		-
2025 Annual criterion-referenced target percentage		69%

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%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	510.5	513.0	2.5	513.3	804	4	Recovery Path: Exceeded Target
Lowest Performing	477.8	485.0	7.2	482.9	129	4	Path Forward: Exceeded Target
High Needs	491.9	494.7	2.8	494.2	253	3	Recovery Path: Met Target
English Learners and Former English Learners	488.0	489.7	1.7	491.5	31	2	Recovery Path: Improved Below Target
Low Income	490.2	492.5	2.3	493.0	81	3	Recovery Path: Met Target
Students with Disabilities	489.2	491.6	2.4	491.6	202	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	520.6	525.2	4.6	523.0	86	4	Recovery Path: Exceeded Target
Black or African American	496.8	493.3	-3.5	500.1	30	0	Recovery Path: Declined
Hispanic or Latino	500.2	502.6	2.4	502.8	47	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	514.7	515.6	0.9	516.1	57	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	510.1	512.7	2.6	513.4	582	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	512.7	513.6	0.9	514.2	809	4	Path Forward: Exceeded Target
Lowest Performing	485.0	490.6	5.6	490.1	129	3	Path Forward: Met Target
High Needs	495.6	498.0	2.4	498.1	254	3	Path Forward: Met Target
English Learners and Former English Learners	497.8	496.0	-1.8	501.3	32	0	Recovery Path: Declined
Low Income	490.9	496.1	5.2	492.5	82	4	Recovery Path: Exceeded Target
Students with Disabilities	492.7	494.2	1.5	495.9	203	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	530.1	531.8	1.7	533.1	88	4	Path Forward: Exceeded Target
Black or African American	495.5	496.6	1.1	498.5	30	3	Path Forward: Met Target
Hispanic or Latino	503.8	501.5	-2.3	506.7	47	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	513.9	518.4	4.5	515.4	57	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	511.7	512.2	0.5	513.4	585	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	509.4	508.5	-0.9	511.6	263	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	49	-	-
High Needs	494.3	496.2	1.9	497.8	73	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	495.4	498.4	3.0	499.8	24	3	Path Forward: Met Target
Students with Disabilities	491.1	495.3	4.2	495.3	61	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	516.0	519.2	3.2	518.2	24	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	509.9	508.1	-1.8	512.1	198	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	57.9	780	3	Typical Growth - High
Lowest Performing	57.8	129	3	Typical Growth - High
High Needs	52.2	239	3	Typical Growth - High
English Learners and Former English Learners	54.4	31	3	Typical Growth - High
Low Income	47.7	78	2	Typical Growth - Low
Students with Disabilities	51.9	189	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	61.3	82	4	Exceeded Typical Growth
Black or African American	50.8	30	3	Typical Growth - High
Hispanic or Latino	59.5	46	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	60.7	52	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	57.4	568	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	57.2	786	3	Typical Growth - High
Lowest Performing	63.4	129	4	Exceeded Typical Growth
High Needs	55.4	241	3	Typical Growth - High
English Learners and Former English Learners	44.7	32	2	Typical Growth - Low
Low Income	55.5	79	3	Typical Growth - High
Students with Disabilities	54.9	191	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	58.4	84	3	Typical Growth - High
Black or African American	52.6	30	3	Typical Growth - High
Hispanic or Latino	55.2	46	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	65.3	52	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	56.8	572	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2024 Rate (%)	2025 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	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	7.2	7.6	0.4	6.1	819	3	Met Target
Lowest Performing	9.9	8.5	-1.4	6.6	129	3	Met Target
High Needs	15.0	13.1	-1.9	12.9	244	3	Met Target
English Learners and Former English Learners	21.2	18.2	-3.0	18.2	33	3	Met Target
Low Income	29.4	20.5	-8.9	25.1	83	4	Exceeded Target
Students with Disabilities	14.2	12.2	-2.0	11.7	188	3	Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	3.7	9.0	5.3	1.6	89	3	Met Target
Black or African American	12.5	16.7	4.2	9.5	30	0	Declined
Hispanic or Latino	17.5	12.2	-5.3	13.3	49	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	13.1	5.3	-7.8	12.0	57	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	6.2	6.8	0.6	5.0	592	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	814	812	100	Yes	1	818	817	100	Yes	1	265	265	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	254	254	255	255	74	74	583	583	100	Yes	1
English Learners and Former English Learners	32	32	33	33	9	9	74	74	100	Yes	1
Low Income	81	81	82	82	24	24	187	187	100	Yes	1
Students with Disabilities	202	202	203	203	61	61	466	466	100	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	88	87	89	89	25	25	202	201	100	Yes	1
Black or African American	30	30	30	30	8	8	68	68	100	Yes	1
Hispanic or Latino	49	49	49	49	14	14	112	112	100	Yes	1
Multi-Race, Not Hispanic or Latino	57	57	57	57	18	18	132	132	100	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	588	587	591	590	198	198	1,377	1,375	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