Massachusetts School and District Profiles

Robert J. Coelho Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Robert J. Coelho Middle School

Organization Information

DISTRICT NAME
Attleboro (00160000)

TITLE I STATUS
Non-Title I School

SCHOOL
Robert J. Coelho Middle School (00160305)

GRADES SERVED
05,06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
34% - Moderate progress toward targets	43

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	42%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	34%
	Moderate progress toward 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	0	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		0.9	10.3	-	3.6	7.6	-
Percentage of possible points		9%		-	47%		-
2026 Annual criterion-referenced target percentage		28%

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	2	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	2	4	10.0
Weighted total		2.8	10.3	-	4.3	7.6	-
Percentage of possible points		27%		-	57%		-
2025 Annual criterion-referenced target percentage		42%

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	27%	9%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	16%
	Limited or no 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	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		0.9	10.3	-
Percentage of possible points		9%		-
2026 Annual criterion-referenced target percentage		9%

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	0	4	-
	Science achievement	0	4	-
	Achievement total	2	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		2.8	10.3	-
Percentage of possible points		27%		-
2025 Annual criterion-referenced target percentage		27%

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	493.0	490.5	-2.5	495.6	548	0	Recovery Path: Declined
Lowest Performing	466.6	467.2	0.6	473.4	94	2	Recovery Path: Improved Below Target
High Needs	484.5	481.6	-2.9	487.2	244	0	Recovery Path: Declined
English Learners and Former English Learners	486.5	481.1	-5.4	490.3	62	0	Recovery Path: Declined
Low Income	485.9	482.8	-3.1	489.4	185	0	Recovery Path: Declined
Students with Disabilities	472.0	467.9	-4.1	474.1	88	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	496.3	492.5	-3.8	499.0	32	0	Recovery Path: Declined
Black or African American	490.7	489.4	-1.3	492.8	52	0	Recovery Path: Declined
Hispanic or Latino	487.6	486.4	-1.2	490.7	90	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	497.8	493.7	-4.1	499.8	30	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.9	491.2	-2.7	496.4	343	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	498.3	495.2	-3.1	500.2	548	0	Recovery Path: Declined
Lowest Performing	472.3	473.7	1.4	477.4	94	2	Path Forward: Improved Below Target
High Needs	488.0	486.1	-1.9	490.6	244	0	Path Forward: Declined
English Learners and Former English Learners	490.1	485.7	-4.4	492.0	62	0	Recovery Path: Declined
Low Income	488.7	487.3	-1.4	491.1	186	0	Path Forward: Declined
Students with Disabilities	476.3	473.2	-3.1	479.6	87	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	505.0	499.4	-5.6	508.7	32	0	Path Forward: Declined
Black or African American	492.3	488.5	-3.8	495.3	52	0	Path Forward: Declined
Hispanic or Latino	492.0	489.8	-2.2	493.7	90	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	496.8	493.9	-2.9	498.9	30	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.2	497.4	-2.8	502.4	343	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	498.0	496.2	-1.8	500.7	241	0	Path Forward: Declined
Lowest Performing	-	-	-	-	28	-	-
High Needs	490.4	487.1	-3.3	493.8	106	0	Path Forward: Declined
English Learners and Former English Learners	492.6	485.5	-7.1	496.2	33	0	Path Forward: Declined
Low Income	491.4	486.9	-4.5	494.8	76	0	Path Forward: Declined
Students with Disabilities	481.6	478.3	-3.3	486.1	36	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	14	-	-
Black or African American	486.0	492.8	6.8	488.6	21	4	Path Forward: Exceeded Target
Hispanic or Latino	496.0	491.5	-4.5	501.1	45	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.9	498.2	-2.7	503.9	150	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.2	529	2	Typical Growth - Low
Lowest Performing	48.2	94	2	Typical Growth - Low
High Needs	44.0	236	2	Typical Growth - Low
English Learners and Former English Learners	48.2	58	2	Typical Growth - Low
Low Income	42.9	178	2	Typical Growth - Low
Students with Disabilities	43.5	88	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	48.0	30	2	Typical Growth - Low
Black or African American	48.4	48	2	Typical Growth - Low
Hispanic or Latino	46.6	86	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	52.9	29	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.4	335	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.0	531	2	Typical Growth - Low
Lowest Performing	48.1	94	2	Typical Growth - Low
High Needs	44.2	236	2	Typical Growth - Low
English Learners and Former English Learners	49.2	58	2	Typical Growth - Low
Low Income	43.8	179	2	Typical Growth - Low
Students with Disabilities	41.3	87	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	55.4	31	3	Typical Growth - High
Black or African American	44.0	48	2	Typical Growth - Low
Hispanic or Latino	46.5	86	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	51.9	29	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.6	336	2	Typical Growth - Low

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	13.1	18.3	5.2	11.8	569	0	Declined
Lowest Performing	17.8	21.1	3.3	14.3	95	0	Declined
High Needs	18.1	24.4	6.3	15.5	258	0	Declined
English Learners and Former English Learners	10.9	13.6	2.7	7.9	66	0	Declined
Low Income	20.9	27.0	6.1	17.2	200	0	Declined
Students with Disabilities	25.8	25.3	-0.5	22.5	91	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	9.7	21.9	12.2	6.8	32	0	Declined
Black or African American	5.7	10.9	5.2	2.2	55	0	Declined
Hispanic or Latino	20.7	22.1	1.4	17.0	95	0	Declined
Multi-Race, Not Hispanic or Latino	8.3	30.3	22.0	7.0	33	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	13.2	16.5	3.3	11.8	352	0	Declined

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	563	559	99	Yes	1	564	561	99	Yes	1	253	246	97	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	250	255	252	113	110	622	612	98	Yes	1
English Learners and Former English Learners	64	64	64	64	33	33	161	161	100	Yes	1
Low Income	195	191	195	193	81	79	471	463	98	Yes	1
Students with Disabilities	90	89	91	89	38	37	219	215	98	Yes	1
American Indian or Alaska Native	2	2	2	2	1	1	5	-	-	-	-
Asian	32	32	32	32	14	14	78	78	100	Yes	1
Black or African American	53	53	53	53	21	21	127	127	100	Yes	1
Hispanic or Latino	96	95	96	96	46	46	238	237	100	Yes	1
Multi-Race, Not Hispanic or Latino	31	31	31	31	11	11	73	73	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	348	345	349	346	160	153	857	844	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