Massachusetts School and District Profiles

Glenbrook Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Glenbrook Middle

Organization Information

DISTRICT NAME
Longmeadow (01590000)

TITLE I STATUS
Title I School

SCHOOL
Glenbrook Middle (01590017)

GRADES SERVED
06,07,08

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
75% - Meeting or exceeding targets	84

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	65%	81%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	75%
	Meeting or exceeding 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	3	4	-	3	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	67.5	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	22.5	7	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		8.1	10.3	-	6.3	7.6	-
Percentage of possible points		79%		-	83%		-
2026 Annual criterion-referenced target percentage		81%

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	-	2	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		8.3	10.3	-	3.8	7.6	-
Percentage of possible points		81%		-	50%		-
2025 Annual criterion-referenced target percentage		65%

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	48%	66%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	59%
	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	2	4	-
	Achievement total	8	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		6.8	10.3	-
Percentage of possible points		66%		-
2026 Annual criterion-referenced target percentage		66%

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	1	4	-
	Science achievement	4	4	-
	Achievement total	5	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		4.9	10.3	-
Percentage of possible points		48%		-
2025 Annual criterion-referenced target percentage		48%

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	505.4	503.9	-1.5	508.0	306	3	Recovery Path: Met Target
Lowest Performing	473.0	478.5	5.5	478.1	47	3	Path Forward: Met Target
High Needs	486.4	486.6	0.2	488.4	99	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	491.2	492.5	1.3	493.1	48	2	Recovery Path: Improved Below Target
Students with Disabilities	480.2	479.1	-1.1	482.4	65	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	517.5	515.7	-1.8	519.6	30	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	498.2	497.0	-1.2	500.8	34	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.7	503.5	-1.2	507.2	212	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	508.0	509.0	1.0	510.5	308	3	Recovery Path: Met Target
Lowest Performing	477.6	485.8	8.2	482.5	47	4	Recovery Path: Exceeded Target
High Needs	492.2	495.7	3.5	494.7	100	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	492.2	498.6	6.4	494.7	47	4	Recovery Path: Exceeded Target
Students with Disabilities	486.9	489.8	2.9	490.1	66	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	522.2	522.1	-0.1	525.2	30	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	492.4	495.9	3.5	495.3	33	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.4	509.2	0.8	510.7	215	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	506.4	510.4	4.0	508.2	100	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	28	-	-
High Needs	490.8	493.1	2.3	494.3	30	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	10	-	-
Students with Disabilities	484.1	489.3	5.2	488.3	21	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.9	512.5	8.6	506.4	71	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.8	297	3	Typical Growth - High
Lowest Performing	53.0	47	3	Typical Growth - High
High Needs	52.9	94	3	Typical Growth - High
English Learners and Former English Learners	-	9	-	-
Low Income	53.3	43	3	Typical Growth - High
Students with Disabilities	49.2	64	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	65.9	29	4	Exceeded Typical Growth
Black or African American	-	13	-	-
Hispanic or Latino	48.4	33	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.0	205	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.4	302	3	Typical Growth - High
Lowest Performing	65.1	47	4	Exceeded Typical Growth
High Needs	58.2	97	3	Typical Growth - High
English Learners and Former English Learners	-	9	-	-
Low Income	59.3	44	3	Typical Growth - High
Students with Disabilities	55.5	65	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	66.2	29	4	Exceeded Typical Growth
Black or African American	-	13	-	-
Hispanic or Latino	52.5	32	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.7	211	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	5.2	9.5	4.3	4.1	317	0	Declined
Lowest Performing	16.0	23.4	7.4	12.7	47	0	Declined
High Needs	12.0	18.4	6.4	9.9	103	0	Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	17.3	19.6	2.3	13.0	51	0	Declined
Students with Disabilities	15.5	22.1	6.6	13.0	68	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	0.0	0.0	0.0	1.0	30	4	Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	12.1	20.0	7.9	7.9	35	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	4.8	8.6	3.8	3.6	222	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	317	310	98	Yes	1	317	312	98	Yes	1	104	100	96	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	105	100	105	101	34	30	244	231	95	Yes	1
English Learners and Former English Learners	9	9	9	9	3	3	21	-	-	-	-
Low Income	51	49	51	48	13	10	115	107	96	Yes	2
Students with Disabilities	70	65	70	66	25	21	165	152	96	Yes	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	30	30	30	30	12	12	72	72	100	Yes	1
Black or African American	13	13	13	13	4	4	30	-	-	-	-
Hispanic or Latino	35	35	35	34	10	9	80	78	98	Yes	1
Multi-Race, Not Hispanic or Latino	17	17	17	17	4	4	38	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	222	215	222	218	74	71	518	504	97	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