Massachusetts School and District Profiles

John W. Wynn Middle

Districts
Schools

2025

2025 Official Accountability Report - John W. Wynn Middle

Organization Information

DISTRICT NAME
Tewksbury (02950000)

TITLE I STATUS
Title I School

SCHOOL
John W. Wynn Middle (02950305)

GRADES SERVED
07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

School of Recognition

Progress toward improvement targets	Accountability percentile
72% - Substantial progress toward targets	67

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	53%	85%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	72%
	Substantial progress toward 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	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	8	12	67.5	8	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	7	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	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		7.4	10.3	-	7.4	7.6	-
Percentage of possible points		72%		-	97%		-
2025 Annual criterion-referenced target percentage		85%

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	0	4	-	3	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	7	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		1.9	10.3	-	6.7	7.6	-
Percentage of possible points		18%		-	88%		-
2024 Annual criterion-referenced target percentage		53%

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	16%	44%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	32%
	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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	4	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.5	10.3	-
Percentage of possible points		44%		-
2025 Annual criterion-referenced target percentage		44%

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	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		1.6	10.3	-
Percentage of possible points		16%		-
2024 Annual criterion-referenced target percentage		16%

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	499.2	502.2	3.0	501.6	518	4	Recovery Path: Exceeded Target
Lowest Performing	464.6	475.3	10.7	470.4	61	4	Recovery Path: Exceeded Target
High Needs	485.9	486.0	0.1	487.9	198	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	488.4	488.3	-0.1	490.8	30	1	Path Forward: No Change
Low Income	489.0	490.3	1.3	492.3	124	2	Recovery Path: Improved Below Target
Students with Disabilities	473.7	472.4	-1.3	476.4	107	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	505.2	513.9	8.7	507.8	22	4	Path Forward: Exceeded Target
Black or African American	503.9	502.2	-1.7	506.6	30	3	Path Forward: Met Target
Hispanic or Latino	496.0	496.5	0.5	497.9	52	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.3	502.2	3.9	502.0	410	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	493.6	496.7	3.1	495.8	521	4	Recovery Path: Exceeded Target
Lowest Performing	466.1	474.0	7.9	471.2	61	4	Path Forward: Exceeded Target
High Needs	483.5	484.2	0.7	484.8	200	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	482.4	485.8	3.4	486.0	30	3	Path Forward: Met Target
Low Income	486.1	487.9	1.8	488.5	125	2	Recovery Path: Improved Below Target
Students with Disabilities	475.9	474.3	-1.6	479.2	107	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	502.3	509.8	7.5	506.0	22	4	Path Forward: Exceeded Target
Black or African American	491.9	491.3	-0.6	494.9	30	0	Path Forward: Declined
Hispanic or Latino	488.3	489.1	0.8	491.1	52	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.4	497.1	3.7	495.2	413	4	Recovery Path: 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	495.4	493.7	-1.7	498.1	264	0	Path Forward: Declined
Lowest Performing	-	-	-	-	61	-	-
High Needs	486.1	479.5	-6.6	489.5	104	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	488.2	482.4	-5.8	491.6	62	0	Path Forward: Declined
Students with Disabilities	476.3	472.8	-3.5	480.8	58	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	491.4	486.9	-4.5	496.5	27	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.9	493.7	-2.2	498.9	210	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	62.9	508	4	Exceeded Typical Growth
Lowest Performing	66.0	61	4	Exceeded Typical Growth
High Needs	56.1	190	3	Typical Growth - High
English Learners and Former English Learners	66.5	28	4	Exceeded Typical Growth
Low Income	56.9	119	3	Typical Growth - High
Students with Disabilities	50.6	103	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	69.7	21	4	Exceeded Typical Growth
Black or African American	68.6	27	4	Exceeded Typical Growth
Hispanic or Latino	65.7	50	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	61.8	406	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	58.4	512	3	Typical Growth - High
Lowest Performing	61.8	61	4	Exceeded Typical Growth
High Needs	54.5	193	3	Typical Growth - High
English Learners and Former English Learners	62.6	29	4	Exceeded Typical Growth
Low Income	55.3	121	3	Typical Growth - High
Students with Disabilities	51.2	103	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	56.9	21	3	Typical Growth - High
Black or African American	57.3	27	3	Typical Growth - High
Hispanic or Latino	58.1	51	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.7	409	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	14.8	11.4	-3.4	13.5	551	4	Exceeded Target
Lowest Performing	15.4	14.8	-0.6	11.9	61	2	Improved Below Target
High Needs	24.0	20.6	-3.4	21.4	218	4	Exceeded Target
English Learners and Former English Learners	10.5	13.5	3.0	7.5	37	0	Declined
Low Income	27.4	25.9	-1.5	23.7	147	2	Improved Below Target
Students with Disabilities	27.4	20.0	-7.4	24.1	105	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	4.3	8.3	4.0	1.4	24	3	Met Target
Black or African American	8.0	5.7	-2.3	4.5	35	4	Exceeded Target
Hispanic or Latino	13.2	15.8	2.6	9.5	57	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	15.8	11.6	-4.2	14.4	431	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	538	533	99	Yes	1	537	535	100	Yes	1	271	269	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	214	211	213	212	109	108	536	531	99	Yes	1
English Learners and Former English Learners	34	34	34	34	16	16	84	84	100	Yes	1
Low Income	138	136	136	136	66	66	340	338	99	Yes	1
Students with Disabilities	113	111	111	110	59	58	283	279	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	23	23	23	23	12	12	58	58	100	Yes	1
Black or African American	32	32	32	32	13	13	77	77	100	Yes	1
Hispanic or Latino	55	55	55	55	29	29	139	139	100	Yes	1
Multi-Race, Not Hispanic or Latino	4	4	4	4	2	2	10	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	424	419	423	421	215	213	1,062	1,053	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