Massachusetts School and District Profiles

Grafton Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Grafton Middle

Organization Information

DISTRICT NAME
Grafton (01100000)

TITLE I STATUS
Non-Title I School

SCHOOL
Grafton Middle (01100305)

GRADES SERVED
07,08

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Students with Disabilities

Progress toward improvement targets	Accountability percentile
56% - Substantial progress toward targets	80

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	49%	60%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	56%
	Substantial 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	-	3	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	6	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	22.5	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		5.8	10.3	-	4.9	7.6	-
Percentage of possible points		56%		-	65%		-
2026 Annual criterion-referenced target percentage		60%

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	3	4	-	3	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	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	2	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	3	4	10.0
Weighted total		3.4	10.3	-	5.0	7.6	-
Percentage of possible points		33%		-	66%		-
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	52%	74%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	65%
	Substantial 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	2	4	-
	Mathematics achievement	4	4	-
	Science achievement	3	4	-
	Achievement total	9	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		7.6	10.3	-
Percentage of possible points		74%		-
2026 Annual criterion-referenced target percentage		74%

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	1	4	-
	Mathematics achievement	2	4	-
	Science achievement	3	4	-
	Achievement total	6	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		5.4	10.3	-
Percentage of possible points		52%		-
2025 Annual criterion-referenced target percentage		52%

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	503.6	503.0	-0.6	506.7	451	0	Recovery Path: Declined
Lowest Performing	471.7	476.1	4.4	476.4	53	3	Recovery Path: Met Target
High Needs	485.2	487.4	2.2	488.2	152	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	481.5	490.9	9.4	483.9	38	4	Path Forward: Exceeded Target
Low Income	487.6	493.2	5.6	490.7	90	4	Recovery Path: Exceeded Target
Students with Disabilities	476.2	473.1	-3.1	478.3	71	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	514.3	515.7	1.4	516.9	76	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	490.6	492.1	1.5	492.5	34	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.0	501.1	-1.9	505.5	312	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	503.0	505.1	2.1	505.6	449	3	Recovery Path: Met Target
Lowest Performing	477.8	481.4	3.6	482.3	53	2	Recovery Path: Improved Below Target
High Needs	486.4	491.7	5.3	488.4	151	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	486.7	497.4	10.7	490.3	38	4	Path Forward: Exceeded Target
Low Income	487.9	493.8	5.9	490.9	89	4	Recovery Path: Exceeded Target
Students with Disabilities	478.9	481.2	2.3	481.4	71	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	518.0	520.3	2.3	521.7	76	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	488.8	494.1	5.3	491.8	34	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.3	502.7	1.4	504.2	310	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	504.4	504.4	0.0	506.4	241	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	53	-	-
High Needs	487.8	489.3	1.5	489.8	82	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	489.3	491.3	2.0	491.8	51	3	Recovery Path: Met Target
Students with Disabilities	481.1	478.9	-2.2	483.7	36	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	518.1	515.0	-3.1	522.1	39	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.1	503.2	-0.9	506.4	172	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.6	430	3	Typical Growth - High
Lowest Performing	55.3	53	3	Typical Growth - High
High Needs	51.1	138	3	Typical Growth - High
English Learners and Former English Learners	49.1	35	2	Typical Growth - Low
Low Income	54.2	83	3	Typical Growth - High
Students with Disabilities	49.1	63	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	63.4	71	4	Exceeded Typical Growth
Black or African American	-	10	-	-
Hispanic or Latino	46.1	28	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.1	303	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.8	435	3	Typical Growth - High
Lowest Performing	48.4	53	2	Typical Growth - Low
High Needs	49.9	141	2	Typical Growth - Low
English Learners and Former English Learners	54.1	36	3	Typical Growth - High
Low Income	47.9	85	2	Typical Growth - Low
Students with Disabilities	49.6	64	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	61.4	72	4	Exceeded Typical Growth
Black or African American	-	10	-	-
Hispanic or Latino	56.3	29	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.0	305	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	11.7	8.0	-3.7	10.4	474	4	Exceeded Target
Lowest Performing	10.9	5.7	-5.2	7.4	53	4	Exceeded Target
High Needs	24.0	15.8	-8.2	21.4	171	4	Exceeded Target
English Learners and Former English Learners	31.4	14.6	-16.8	28.4	41	4	Exceeded Target
Low Income	28.3	19.0	-9.3	24.6	105	4	Exceeded Target
Students with Disabilities	18.4	17.5	-0.9	15.1	80	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	7.7	5.1	-2.6	4.8	79	4	Exceeded Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	33.3	28.6	-4.7	29.6	42	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.8	5.9	-3.9	8.4	323	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	466	459	98	Yes	1	466	457	98	Yes	1	251	245	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	166	159	166	158	90	85	422	402	95	Yes	1
English Learners and Former English Learners	40	40	40	40	19	19	99	99	100	Yes	1
Low Income	100	96	100	95	56	54	256	245	96	Yes	1
Students with Disabilities	81	74	81	74	41	36	203	184	94	No	2
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	78	78	78	78	41	41	197	197	100	Yes	1
Black or African American	10	10	10	10	3	3	23	-	-	-	-
Hispanic or Latino	39	38	39	38	18	18	96	94	98	Yes	1
Multi-Race, Not Hispanic or Latino	18	18	18	18	10	10	46	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	320	314	320	312	179	173	819	799	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