Massachusetts School and District Profiles

Locke Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Locke Middle

Organization Information

DISTRICT NAME
Billerica (00310000)

TITLE I STATUS
Non-Title I School

SCHOOL
Locke Middle (00310310)

GRADES SERVED
05,06,07

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
39% - Moderate progress toward targets	62

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	48%	32%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	39%
	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	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	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	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		1.5	10.3	-	3.8	7.6	-
Percentage of possible points		15%		-	50%		-
2026 Annual criterion-referenced target percentage		32%

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	1	4	-	2	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	67.5	2	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		5.7	10.3	-	3.1	7.6	-
Percentage of possible points		55%		-	41%		-
2025 Annual criterion-referenced target percentage		48%

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	23%	15%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	18%
	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	3	4	-
	Mathematics growth	2	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.5	10.3	-
Percentage of possible points		15%		-
2026 Annual criterion-referenced target percentage		15%

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	0	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	2	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		2.4	10.3	-
Percentage of possible points		23%		-
2025 Annual criterion-referenced target percentage		23%

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	500.4	497.3	-3.1	502.7	525	0	Path Forward: Declined
Lowest Performing	473.3	474.1	0.8	478.4	83	2	Path Forward: Improved Below Target
High Needs	488.9	485.8	-3.1	491.8	196	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	21	-	-
Low Income	493.9	492.8	-1.1	496.3	117	0	Path Forward: Declined
Students with Disabilities	480.0	473.0	-7.0	483.3	99	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	513.3	502.8	-10.5	517.0	56	0	Recovery Path: Declined
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	494.7	495.4	0.7	497.2	44	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	503.2	497.3	-5.9	505.5	24	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.8	496.4	-2.4	501.2	384	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	500.3	498.1	-2.2	502.8	526	0	Path Forward: Declined
Lowest Performing	475.4	476.9	1.5	480.5	83	2	Path Forward: Improved Below Target
High Needs	490.3	487.6	-2.7	493.0	197	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	21	-	-
Low Income	494.1	492.4	-1.7	496.9	117	0	Path Forward: Declined
Students with Disabilities	482.6	477.2	-5.4	486.0	100	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	517.0	512.9	-4.1	521.0	56	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	494.7	493.0	-1.7	497.3	44	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	501.5	499.9	-1.6	504.0	24	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.5	496.7	-1.8	501.3	385	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	500.3	493.1	-7.2	502.4	175	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	489.5	477.8	-11.7	493.3	63	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	493.2	479.3	-13.9	497.2	43	0	Path Forward: Declined
Students with Disabilities	480.1	464.5	-15.6	483.9	28	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	24	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.1	493.6	-6.5	503.8	134	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.0	521	3	Typical Growth - High
Lowest Performing	49.9	83	2	Typical Growth - Low
High Needs	51.6	194	3	Typical Growth - High
English Learners and Former English Learners	-	21	-	-
Low Income	56.2	116	3	Typical Growth - High
Students with Disabilities	45.9	97	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	53.4	56	3	Typical Growth - High
Black or African American	-	15	-	-
Hispanic or Latino	58.3	44	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	45.2	23	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.0	382	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.8	524	2	Typical Growth - Low
Lowest Performing	49.5	83	2	Typical Growth - Low
High Needs	44.6	196	2	Typical Growth - Low
English Learners and Former English Learners	-	21	-	-
Low Income	45.3	116	2	Typical Growth - Low
Students with Disabilities	42.6	99	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	58.8	56	3	Typical Growth - High
Black or African American	-	16	-	-
Hispanic or Latino	42.8	44	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	44.2	24	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.8	383	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	10.2	6.9	-3.3	8.7	535	4	Exceeded Target
Lowest Performing	15.5	13.3	-2.2	10.9	83	2	Improved Below Target
High Needs	17.8	11.3	-6.5	15.4	203	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	21.1	14.8	-6.3	17.9	122	4	Exceeded Target
Students with Disabilities	16.5	12.7	-3.8	12.9	102	3	Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	3.8	1.8	-2.0	1.0	57	4	Exceeded Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	15.7	4.3	-11.4	11.5	47	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	3.4	4.2	0.8	1.9	24	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	11.3	8.2	-3.1	9.5	389	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	536	534	100	Yes	1	536	535	100	Yes	1	178	178	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	205	204	205	205	66	66	476	475	100	Yes	1
English Learners and Former English Learners	23	23	23	23	12	12	58	58	100	Yes	1
Low Income	122	122	122	122	44	44	288	288	100	Yes	1
Students with Disabilities	104	103	104	104	31	31	239	238	100	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	57	57	57	57	24	24	138	138	100	Yes	1
Black or African American	16	16	16	16	3	3	35	-	-	-	-
Hispanic or Latino	47	47	47	47	11	11	105	105	100	Yes	1
Multi-Race, Not Hispanic or Latino	25	25	25	25	3	3	53	53	100	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	389	387	389	388	135	135	913	910	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