Massachusetts School and District Profiles

Raymond J Grey Junior High

Districts
Schools

2025

2025 Official Accountability Report - Raymond J Grey Junior High

Organization Information

DISTRICT NAME
Acton-Boxborough (06000000)

TITLE I STATUS
Title I School

SCHOOL
Raymond J Grey Junior High (06000405)

GRADES SERVED
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
94% - Meeting or exceeding targets	95

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	92%	95%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	94%
	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	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		9.3	9.6	-	7.0	7.6	-
Percentage of possible points		97%		-	92%		-
2025 Annual criterion-referenced target percentage		95%

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	-	3	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		9.9	10.3	-	6.7	7.6	-
Percentage of possible points		96%		-	88%		-
2024 Annual criterion-referenced target percentage		92%

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	43%	62%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	54%
	Substantial 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	3	4	-
	Science achievement	2	4	-
	Achievement total	7	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		6.4	10.3	-
Percentage of possible points		62%		-
2025 Annual criterion-referenced target percentage		62%

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	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		4.4	10.3	-
Percentage of possible points		43%		-
2024 Annual criterion-referenced target percentage		43%

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	510.8	512.3	1.5	513.4	797	4	Recovery Path: Exceeded Target
Lowest Performing	477.8	487.2	9.4	482.9	89	4	Path Forward: Exceeded Target
High Needs	491.3	492.6	1.3	493.4	234	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	488.2	487.9	-0.3	491.4	82	1	Recovery Path: No Change
Low Income	491.8	491.3	-0.5	494.7	89	1	Recovery Path: No Change
Students with Disabilities	485.0	487.8	2.8	487.4	143	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	519.7	522.4	2.7	522.2	265	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	486.0	493.0	7.0	489.7	75	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	517.1	511.8	-5.3	518.5	48	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.7	510.1	2.4	510.5	393	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	516.7	519.2	2.5	518.3	798	4	Recovery Path: Exceeded Target
Lowest Performing	481.9	493.5	11.6	485.6	89	4	Recovery Path: Exceeded Target
High Needs	498.3	500.4	2.1	500.8	235	3	Path Forward: Met Target
English Learners and Former English Learners	499.6	498.9	-0.7	502.1	83	0	Recovery Path: Declined
Low Income	495.4	496.7	1.3	497.8	87	3	Path Forward: Met Target
Students with Disabilities	492.2	495.1	2.9	495.4	144	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	529.4	533.0	3.6	532.4	265	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	492.2	498.5	6.3	495.4	77	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	520.6	519.0	-1.6	522.1	48	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.7	514.8	3.1	513.4	392	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	513.6	512.5	-1.1	515.1	391	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	87	-	-
High Needs	494.0	496.5	2.5	497.5	116	2	Path Forward: Improved Below Target
English Learners and Former English Learners	484.5	491.0	6.5	488.7	34	4	Path Forward: Exceeded Target
Low Income	489.2	496.5	7.3	493.6	49	4	Path Forward: Exceeded Target
Students with Disabilities	492.4	491.7	-0.7	496.6	69	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	519.5	521.2	1.7	521.7	124	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	482.5	492.0	9.5	487.1	35	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	512.4	511.1	-1.3	513.9	204	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	56.5	770	3	Typical Growth - High
Lowest Performing	58.0	89	3	Typical Growth - High
High Needs	56.9	217	3	Typical Growth - High
English Learners and Former English Learners	60.9	70	4	Exceeded Typical Growth
Low Income	56.1	77	3	Typical Growth - High
Students with Disabilities	54.8	137	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	57.4	256	3	Typical Growth - High
Black or African American	-	14	-	-
Hispanic or Latino	57.8	66	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	52.4	48	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.1	386	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	69.4	772	4	Exceeded Typical Growth
Lowest Performing	72.0	89	4	Exceeded Typical Growth
High Needs	69.2	220	4	Exceeded Typical Growth
English Learners and Former English Learners	69.8	73	4	Exceeded Typical Growth
Low Income	67.5	77	4	Exceeded Typical Growth
Students with Disabilities	67.2	138	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	69.0	257	4	Exceeded Typical Growth
Black or African American	-	14	-	-
Hispanic or Latino	68.2	70	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	64.8	48	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	70.6	383	4	Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	56.0	66.7	10.7	61.2	27	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	56.0	66.7	10.7	61.2	27	4	Exceeded Target
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	6.6	7.4	0.8	5.5	836	3	Met Target
Lowest Performing	13.5	16.9	3.4	10.2	89	0	Declined
High Needs	15.9	16.1	0.2	13.8	254	1	No Change
English Learners and Former English Learners	16.3	15.8	-0.5	13.3	95	2	Improved Below Target
Low Income	22.0	26.0	4.0	17.7	104	0	Declined
Students with Disabilities	18.7	17.6	-1.1	16.2	148	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	2.9	3.7	0.8	1.0	270	4	Exceeded Target
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	22.4	17.4	-5.0	18.2	86	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	0.0	4.2	4.2	1.0	48	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.2	7.8	0.6	6.0	411	3	Met 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	824	813	99	Yes	1	820	812	99	Yes	1	401	397	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	252	246	252	247	124	122	628	615	98	Yes	1
English Learners and Former English Learners	93	92	93	93	39	39	225	224	100	Yes	1
Low Income	98	98	98	96	54	54	250	248	99	Yes	1
Students with Disabilities	152	146	152	147	72	70	376	363	97	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	268	268	268	268	126	125	662	661	100	Yes	1
Black or African American	19	19	17	17	6	6	42	-	-	-	-
Hispanic or Latino	85	83	85	85	38	38	208	206	99	Yes	1
Multi-Race, Not Hispanic or Latino	48	48	48	48	23	23	119	119	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	404	395	402	394	208	205	1,014	994	98	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