Massachusetts School and District Profiles

McCall Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - McCall Middle

Organization Information

DISTRICT NAME
Winchester (03440000)

TITLE I STATUS
Non-Title I School

SCHOOL
McCall Middle (03440305)

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
86% - Meeting or exceeding targets	95

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	96%	79%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	86%
	Meeting or exceeding 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	4	4	-	2	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	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	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		9.8	10.3	-	4.7	7.6	-
Percentage of possible points		95%		-	62%		-
2026 Annual criterion-referenced target percentage		79%

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	67.5	8	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		9.9	10.3	-	7.3	7.6	-
Percentage of possible points		96%		-	96%		-
2025 Annual criterion-referenced target percentage		96%

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	47%	33%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	38%
	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	3	4	-
	Science achievement	0	4	-
	Achievement total	3	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		3.4	10.3	-
Percentage of possible points		33%		-
2026 Annual criterion-referenced target percentage		33%

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	0	4	-
	Achievement total	5	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	4	-
	Growth total	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		4.8	10.3	-
Percentage of possible points		47%		-
2025 Annual criterion-referenced target percentage		47%

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	512.3	510.0	-2.3	514.9	1,033	4	Recovery Path: Exceeded Target
Lowest Performing	479.4	483.0	3.6	484.5	165	2	Path Forward: Improved Below Target
High Needs	493.5	489.9	-3.6	496.1	314	0	Recovery Path: Declined
English Learners and Former English Learners	493.9	486.2	-7.7	497.0	69	0	Recovery Path: Declined
Low Income	495.1	492.4	-2.7	498.2	87	0	Recovery Path: Declined
Students with Disabilities	487.2	484.4	-2.8	490.1	224	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	518.3	516.7	-1.6	521.6	228	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	497.6	493.1	-4.5	500.2	41	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	518.7	518.0	-0.7	521.3	82	4	Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.5	508.3	-2.2	513.2	668	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	515.2	514.9	-0.3	517.7	1,037	4	Recovery Path: Exceeded Target
Lowest Performing	487.7	489.3	1.6	491.6	165	3	Recovery Path: Met Target
High Needs	499.9	498.6	-1.3	502.0	315	3	Recovery Path: Met Target
English Learners and Former English Learners	507.2	505.6	-1.6	510.5	69	3	Recovery Path: Met Target
Low Income	500.7	499.0	-1.7	503.8	86	3	Recovery Path: Met Target
Students with Disabilities	493.8	492.6	-1.2	495.9	225	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	527.0	527.2	0.2	529.3	228	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	506.3	504.9	-1.4	509.2	40	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	519.0	522.2	3.2	520.5	82	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.5	511.0	-0.5	513.6	673	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	513.1	512.7	-0.4	514.9	337	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	81	-	-
High Needs	495.2	491.6	-3.6	498.7	105	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	498.3	492.9	-5.4	501.2	37	0	Recovery Path: Declined
Students with Disabilities	489.3	484.8	-4.5	493.5	69	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	520.5	520.8	0.3	521.6	73	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	515.4	525.1	9.7	517.6	30	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.4	509.6	-1.8	513.0	214	3	Recovery Path: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.7	997	3	Typical Growth - High
Lowest Performing	52.5	165	3	Typical Growth - High
High Needs	50.4	301	3	Typical Growth - High
English Learners and Former English Learners	55.3	64	3	Typical Growth - High
Low Income	53.5	81	3	Typical Growth - High
Students with Disabilities	47.0	216	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	58.9	217	3	Typical Growth - High
Black or African American	-	14	-	-
Hispanic or Latino	52.3	34	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	55.0	79	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.7	653	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.7	1,004	3	Typical Growth - High
Lowest Performing	54.9	165	3	Typical Growth - High
High Needs	54.7	304	3	Typical Growth - High
English Learners and Former English Learners	56.6	66	3	Typical Growth - High
Low Income	50.3	81	3	Typical Growth - High
Students with Disabilities	52.8	217	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	61.6	219	4	Exceeded Typical Growth
Black or African American	-	14	-	-
Hispanic or Latino	54.8	35	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	57.4	80	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.9	656	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	6.1	7.4	1.3	5.0	1,059	3	Met Target
Lowest Performing	8.4	12.1	3.7	5.1	165	0	Declined
High Needs	9.2	11.0	1.8	7.1	318	0	Declined
English Learners and Former English Learners	8.5	8.2	-0.3	5.5	73	3	Met Target
Low Income	11.8	11.6	-0.2	7.5	95	2	Improved Below Target
Students with Disabilities	10.6	14.0	3.4	8.1	221	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	2.2	5.0	2.8	1.0	239	4	Exceeded Target
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	8.3	14.0	5.7	4.1	43	0	Declined
Multi-Race, Not Hispanic or Latino	2.2	6.1	3.9	1.1	82	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.7	7.8	0.1	6.5	680	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	1,052	1,046	99	Yes	1	1,056	1,055	100	Yes	1	342	342	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	325	322	325	324	108	108	758	754	99	Yes	1
English Learners and Former English Learners	72	71	72	72	24	24	168	167	99	Yes	1
Low Income	94	93	94	93	39	39	227	225	99	Yes	1
Students with Disabilities	230	227	230	229	71	71	531	527	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	235	235	236	236	75	75	546	546	100	Yes	1
Black or African American	15	15	15	15	4	4	34	-	-	-	-
Hispanic or Latino	43	43	43	42	17	17	103	102	99	Yes	1
Multi-Race, Not Hispanic or Latino	82	82	82	82	30	30	194	194	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	674	668	677	677	216	216	1,567	1,561	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