Massachusetts School and District Profiles

Ralph B O'Maley Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Ralph B O'Maley Middle

Organization Information

DISTRICT NAME
Gloucester (01070000)

TITLE I STATUS
Non-Title I School

SCHOOL
Ralph B O'Maley Middle (01070305)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Multi-Race, Not Hispanic or Latino

Progress toward improvement targets	Accountability percentile
43% - Moderate progress toward targets	17

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	36%	47%
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	0	4	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		4.0	9.6	-	4.0	7.6	-
Percentage of possible points		42%		-	53%		-
2026 Annual criterion-referenced target percentage		47%

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	-	1	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	3	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	1	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		3.3	9.6	-	2.9	7.6	-
Percentage of possible points		34%		-	38%		-
2025 Annual criterion-referenced target percentage		36%

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	26%	26%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	26%
	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	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		2.7	10.3	-
Percentage of possible points		26%		-
2026 Annual criterion-referenced target percentage		26%

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	1	4	-
	Science achievement	0	4	-
	Achievement total	3	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	4	-
	Growth total	3	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		2.7	10.3	-
Percentage of possible points		26%		-
2025 Annual criterion-referenced target percentage		26%

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	490.9	488.5	-2.4	494.8	577	0	Recovery Path: Declined
Lowest Performing	458.3	461.2	2.9	463.4	89	2	Path Forward: Improved Below Target
High Needs	480.6	478.6	-2.0	484.1	348	0	Path Forward: Declined
English Learners and Former English Learners	468.3	468.8	0.5	471.4	81	2	Recovery Path: Improved Below Target
Low Income	481.8	479.8	-2.0	483.2	282	0	Recovery Path: Declined
Students with Disabilities	469.5	467.6	-1.9	473.6	148	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	476.1	472.9	-3.2	479.4	105	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	492.4	488.3	-4.1	495.8	29	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	493.9	493.0	-0.9	496.7	421	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	486.7	487.8	1.1	488.9	573	2	Recovery Path: Improved Below Target
Lowest Performing	463.4	465.7	2.3	467.3	89	2	Recovery Path: Improved Below Target
High Needs	478.4	479.9	1.5	480.7	345	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	471.1	477.6	6.5	474.3	81	4	Recovery Path: Exceeded Target
Low Income	479.4	481.1	1.7	481.5	280	3	Recovery Path: Met Target
Students with Disabilities	470.9	471.1	0.2	474.6	145	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	475.2	478.0	2.8	477.2	104	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	488.0	486.0	-2.0	491.2	28	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	489.2	490.7	1.5	491.1	419	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	488.4	489.5	1.1	492.7	190	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	45	-	-
High Needs	480.2	479.4	-0.8	484.5	111	0	Path Forward: Declined
English Learners and Former English Learners	468.1	473.4	5.3	472.3	20	4	Path Forward: Exceeded Target
Low Income	479.9	479.6	-0.3	484.0	91	1	Path Forward: No Change
Students with Disabilities	473.2	471.2	-2.0	477.2	50	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	476.1	478.2	2.1	480.0	34	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.6	492.9	3.3	494.5	141	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.7	562	2	Typical Growth - Low
Lowest Performing	44.4	89	2	Typical Growth - Low
High Needs	46.9	334	2	Typical Growth - Low
English Learners and Former English Learners	48.0	73	2	Typical Growth - Low
Low Income	47.2	271	2	Typical Growth - Low
Students with Disabilities	44.7	141	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	5	-	-
Black or African American	-	12	-	-
Hispanic or Latino	44.2	97	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	44.8	29	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	48.6	417	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.1	559	2	Typical Growth - Low
Lowest Performing	42.8	89	2	Typical Growth - Low
High Needs	44.3	332	2	Typical Growth - Low
English Learners and Former English Learners	50.3	76	3	Typical Growth - High
Low Income	45.2	269	2	Typical Growth - Low
Students with Disabilities	41.4	136	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	5	-	-
Black or African American	-	12	-	-
Hispanic or Latino	49.4	99	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	43.4	28	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	43.6	413	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	21.4	34.1	12.7	26.6	41	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	21.4	34.1	12.7	26.6	41	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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	29.7	25.7	-4.0	27.5	606	4	Exceeded Target
Lowest Performing	45.7	33.7	-12.0	40.8	89	4	Exceeded Target
High Needs	40.1	33.2	-6.9	37.6	371	4	Exceeded Target
English Learners and Former English Learners	32.2	26.7	-5.5	28.9	86	4	Exceeded Target
Low Income	42.1	36.5	-5.6	39.4	307	4	Exceeded Target
Students with Disabilities	44.8	36.2	-8.6	40.5	152	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	34.3	31.5	-2.8	30.5	111	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	40.0	45.2	5.2	37.8	31	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	28.4	23.9	-4.5	25.5	439	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	597	589	99	Yes	1	599	587	98	Yes	1	200	193	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	366	358	368	357	120	113	854	828	97	Yes	1
English Learners and Former English Learners	87	87	87	87	20	20	194	194	100	Yes	1
Low Income	300	292	302	292	99	93	701	677	97	Yes	1
Students with Disabilities	154	149	156	148	55	51	365	348	95	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	5	5	5	5	2	2	12	-	-	-	-
Black or African American	15	15	15	15	6	6	36	-	-	-	-
Hispanic or Latino	111	111	111	110	35	34	257	255	99	Yes	1
Multi-Race, Not Hispanic or Latino	31	30	31	29	11	9	73	68	94	No	2
Native Hawaiian or Other Pacific Islander	2	2	2	2	0	0	4	-	-	-	-
White	432	425	434	425	146	142	1,012	992	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