Massachusetts School and District Profiles

Consentino Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Consentino Middle School

Organization Information

DISTRICT NAME
Haverhill (01280000)

TITLE I STATUS
Title I School

SCHOOL
Consentino Middle School (01280100)

GRADES SERVED
05,06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
57% - Substantial progress toward targets	16

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	58%	57%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	57%
	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	1	4	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	5	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	20.0	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	3	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		4.1	9.6	-	5.4	7.6	-
Percentage of possible points		43%		-	71%		-
2026 Annual criterion-referenced target percentage		57%

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	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	20.0	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	3	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		4.1	9.6	-	5.6	7.6	-
Percentage of possible points		43%		-	74%		-
2025 Annual criterion-referenced target percentage		58%

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	41%	54%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	49%
	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	2	4	-
	Mathematics achievement	3	4	-
	Science achievement	2	4	-
	Achievement total	7	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		5.6	10.3	-
Percentage of possible points		54%		-
2026 Annual criterion-referenced target percentage		54%

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	2	4	-
	Science achievement	0	4	-
	Achievement total	4	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.2	10.3	-
Percentage of possible points		41%		-
2025 Annual criterion-referenced target percentage		41%

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	483.7	483.5	-0.2	486.3	730	1	Recovery Path: No Change
Lowest Performing	455.5	459.4	3.9	460.6	121	2	Path Forward: Improved Below Target
High Needs	478.1	478.8	0.7	480.5	562	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	470.8	473.3	2.5	474.3	205	2	Recovery Path: Improved Below Target
Low Income	478.3	479.2	0.9	481.1	506	2	Recovery Path: Improved Below Target
Students with Disabilities	464.7	464.6	-0.1	467.3	154	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	478.7	478.2	-0.5	481.6	55	1	Recovery Path: No Change
Hispanic or Latino	477.8	478.4	0.6	481.7	421	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	499.3	495.0	-4.3	502.7	27	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.4	492.5	0.1	495.8	217	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	485.4	486.2	0.8	488.0	730	2	Recovery Path: Improved Below Target
Lowest Performing	461.9	468.0	6.1	467.0	121	4	Path Forward: Exceeded Target
High Needs	480.3	482.1	1.8	482.3	562	3	Recovery Path: Met Target
English Learners and Former English Learners	475.8	478.8	3.0	479.2	205	3	Recovery Path: Met Target
Low Income	480.4	482.2	1.8	482.9	507	2	Recovery Path: Improved Below Target
Students with Disabilities	469.6	469.0	-0.6	473.3	153	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	485.2	483.5	-1.7	488.7	55	0	Path Forward: Declined
Hispanic or Latino	479.9	481.2	1.3	483.2	422	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	499.3	493.3	-6.0	502.5	27	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.4	494.6	2.2	495.0	216	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	483.4	483.6	0.2	487.7	345	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	39	-	-
High Needs	478.1	479.2	1.1	482.4	260	2	Path Forward: Improved Below Target
English Learners and Former English Learners	474.6	471.9	-2.7	478.8	89	0	Path Forward: Declined
Low Income	478.1	479.3	1.2	482.2	235	2	Path Forward: Improved Below Target
Students with Disabilities	465.7	465.7	0.0	468.4	66	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	477.2	475.3	-1.9	481.3	23	0	Path Forward: Declined
Hispanic or Latino	477.6	477.9	0.3	481.5	199	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.8	494.0	1.2	497.7	107	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.7	702	2	Typical Growth - Low
Lowest Performing	50.0	120	3	Typical Growth - High
High Needs	48.4	537	2	Typical Growth - Low
English Learners and Former English Learners	54.4	186	3	Typical Growth - High
Low Income	47.8	484	2	Typical Growth - Low
Students with Disabilities	43.4	153	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	10	-	-
Black or African American	51.1	49	3	Typical Growth - High
Hispanic or Latino	47.5	402	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	53.9	27	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.3	214	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.6	705	2	Typical Growth - Low
Lowest Performing	55.0	120	3	Typical Growth - High
High Needs	49.2	540	2	Typical Growth - Low
English Learners and Former English Learners	54.9	190	3	Typical Growth - High
Low Income	48.8	487	2	Typical Growth - Low
Students with Disabilities	45.1	151	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	10	-	-
Black or African American	53.0	51	3	Typical Growth - High
Hispanic or Latino	46.8	405	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	61.3	27	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.2	212	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	30.3	37.6	7.3	35.5	117	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	30.3	37.6	7.3	35.5	117	3	Met 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	14.7	21.0	6.3	12.5	789	0	Declined
Lowest Performing	18.0	33.1	15.1	13.1	121	0	Declined
High Needs	17.3	23.8	6.5	14.8	618	0	Declined
English Learners and Former English Learners	13.1	19.3	6.2	9.8	238	0	Declined
Low Income	18.2	25.5	7.3	15.5	556	0	Declined
Students with Disabilities	15.7	27.3	11.6	11.4	161	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	0.0	6.5	6.5	1.0	62	4	Exceeded Target
Hispanic or Latino	17.5	22.9	5.4	13.7	458	0	Declined
Multi-Race, Not Hispanic or Latino	11.1	22.2	11.1	8.9	27	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	13.5	22.1	8.6	10.6	231	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	776	772	99	Yes	1	776	773	100	Yes	1	371	362	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	606	602	606	603	285	276	1,497	1,481	99	Yes	1
English Learners and Former English Learners	234	231	235	233	103	101	572	565	99	Yes	1
Low Income	541	538	542	540	257	249	1,340	1,327	99	Yes	1
Students with Disabilities	163	161	163	160	74	69	400	390	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	10	10	10	10	4	4	24	-	-	-	-
Black or African American	61	61	61	61	26	26	148	148	100	Yes	1
Hispanic or Latino	453	450	454	453	215	211	1,122	1,114	99	Yes	1
Multi-Race, Not Hispanic or Latino	27	27	27	27	13	12	67	66	99	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	225	224	224	222	113	109	562	555	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