Massachusetts School and District Profiles

Beverly Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Beverly Middle School

Organization Information

DISTRICT NAME
Beverly (00300000)

TITLE I STATUS
Title I School

SCHOOL
Beverly Middle School (00300305)

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
43% - Moderate progress toward targets	35

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	49%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	43%
	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	1	4	-	0	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	5	12	60.0	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		4.2	9.6	-	2.6	7.6	-
Percentage of possible points		44%		-	34%		-
2026 Annual criterion-referenced target percentage		39%

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	2	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		4.8	9.6	-	3.6	7.6	-
Percentage of possible points		50%		-	47%		-
2025 Annual criterion-referenced target percentage		49%

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	35%	32%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	33%
	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	2	4	-
	Science achievement	1	4	-
	Achievement total	3	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		3.3	10.3	-
Percentage of possible points		32%		-
2026 Annual criterion-referenced target percentage		32%

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	2	4	-
	Achievement total	4	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		3.6	10.3	-
Percentage of possible points		35%		-
2025 Annual criterion-referenced target percentage		35%

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	493.5	493.1	-0.4	496.5	1,368	1	Recovery Path: No Change
Lowest Performing	461.4	460.6	-0.8	466.5	235	0	Path Forward: Declined
High Needs	478.7	477.8	-0.9	481.5	627	0	Recovery Path: Declined
English Learners and Former English Learners	471.8	472.7	0.9	475.3	104	2	Recovery Path: Improved Below Target
Low Income	479.0	478.4	-0.6	481.7	459	0	Recovery Path: Declined
Students with Disabilities	469.8	469.4	-0.4	473.2	321	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	495.6	494.8	-0.8	498.7	33	0	Path Forward: Declined
Black or African American	480.9	477.8	-3.1	483.7	62	0	Recovery Path: Declined
Hispanic or Latino	478.0	481.4	3.4	481.7	192	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	490.4	489.7	-0.7	492.8	67	0	Recovery Path: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.4	496.4	-1.0	500.5	1,013	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	497.2	497.3	0.1	499.4	1,363	2	Recovery Path: Improved Below Target
Lowest Performing	468.7	469.4	0.7	473.8	235	2	Recovery Path: Improved Below Target
High Needs	482.9	483.0	0.1	484.5	622	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	477.1	481.0	3.9	480.6	105	3	Path Forward: Met Target
Low Income	482.8	482.6	-0.2	485.0	454	1	Recovery Path: No Change
Students with Disabilities	475.3	476.2	0.9	477.7	315	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	499.9	503.0	3.1	503.9	33	2	Path Forward: Improved Below Target
Black or African American	486.1	483.4	-2.7	489.0	62	0	Recovery Path: Declined
Hispanic or Latino	483.9	486.7	2.8	487.4	190	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	497.6	494.6	-3.0	500.1	67	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.3	500.1	-0.2	502.4	1,011	1	Recovery Path: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	493.6	495.9	2.3	497.2	686	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	93	-	-
High Needs	480.8	480.5	-0.3	484.6	305	1	Path Forward: No Change
English Learners and Former English Learners	470.8	477.2	6.4	474.9	58	4	Path Forward: Exceeded Target
Low Income	479.9	479.9	0.0	483.9	226	1	Path Forward: No Change
Students with Disabilities	475.9	473.2	-2.7	479.7	152	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	20	-	-
Black or African American	-	-	-	-	28	-	-
Hispanic or Latino	478.5	485.3	6.8	482.1	108	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	497.1	493.3	-3.8	500.7	30	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.9	499.6	2.7	500.6	499	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.7	1,339	2	Typical Growth - Low
Lowest Performing	43.7	235	2	Typical Growth - Low
High Needs	42.7	604	2	Typical Growth - Low
English Learners and Former English Learners	48.4	95	2	Typical Growth - Low
Low Income	43.0	446	2	Typical Growth - Low
Students with Disabilities	41.0	310	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	47.4	33	2	Typical Growth - Low
Black or African American	42.1	58	2	Typical Growth - Low
Hispanic or Latino	47.1	183	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	46.4	64	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.6	1,000	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.9	1,334	2	Typical Growth - Low
Lowest Performing	41.0	235	2	Typical Growth - Low
High Needs	41.2	601	2	Typical Growth - Low
English Learners and Former English Learners	48.3	97	2	Typical Growth - Low
Low Income	40.4	443	2	Typical Growth - Low
Students with Disabilities	40.8	304	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	50.4	33	3	Typical Growth - High
Black or African American	45.2	58	2	Typical Growth - Low
Hispanic or Latino	44.4	181	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	44.3	64	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.5	998	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	40.7	35.4	-5.3	45.9	48	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	40.7	35.4	-5.3	45.9	48	0	Declined
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	25.5	17.4	-8.1	24.0	1,430	4	Exceeded Target
Lowest Performing	39.5	34.5	-5.0	34.9	235	3	Met Target
High Needs	38.2	30.6	-7.6	35.8	677	4	Exceeded Target
English Learners and Former English Learners	32.8	35.4	2.6	29.3	127	0	Declined
Low Income	42.1	35.9	-6.2	38.9	502	4	Exceeded Target
Students with Disabilities	37.0	29.1	-7.9	33.4	333	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	10.7	8.3	-2.4	7.4	36	3	Met Target
Black or African American	29.1	22.4	-6.7	25.5	67	4	Exceeded Target
Hispanic or Latino	37.3	35.2	-2.1	33.1	219	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	30.6	18.8	-11.8	29.1	69	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	22.9	13.6	-9.3	21.1	1,038	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	1,406	1,397	99	Yes	1	1,404	1,392	99	Yes	1	716	700	98	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	660	656	658	651	332	319	1,650	1,626	99	Yes	1
English Learners and Former English Learners	120	119	120	120	67	65	307	304	99	Yes	1
Low Income	485	481	483	476	248	237	1,216	1,194	98	Yes	1
Students with Disabilities	330	328	328	322	162	155	820	805	98	Yes	1
American Indian or Alaska Native	1	1	1	0	1	1	3	-	-	-	-
Asian	36	36	36	36	22	22	94	94	100	Yes	1
Black or African American	65	65	65	65	30	29	160	159	99	Yes	1
Hispanic or Latino	206	203	205	202	120	113	531	518	98	Yes	1
Multi-Race, Not Hispanic or Latino	69	69	69	69	31	31	169	169	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	1,029	1,023	1,028	1,020	512	504	2,569	2,547	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