Massachusetts School and District Profiles

James S Daley Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - James S Daley Middle School

Organization Information

DISTRICT NAME
Lowell (01600000)

TITLE I STATUS
Title I School

SCHOOL
James S Daley Middle School (01600315)

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
52% - Substantial progress toward targets	55

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	54%	51%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	52%
	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	-	2	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	3	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	2	4	10.0
Weighted total		3.0	9.6	-	5.4	7.6	-
Percentage of possible points		31%		-	71%		-
2026 Annual criterion-referenced target percentage		51%

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	-	3	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		4.4	9.6	-	4.7	7.6	-
Percentage of possible points		46%		-	62%		-
2025 Annual criterion-referenced target percentage		54%

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	29%	40%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	36%
	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	2	4	-
	Achievement total	4	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		4.1	10.3	-
Percentage of possible points		40%		-
2026 Annual criterion-referenced target percentage		40%

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	0	4	-
	Science achievement	0	4	-
	Achievement total	2	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		3.0	10.3	-
Percentage of possible points		29%		-
2025 Annual criterion-referenced target percentage		29%

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	496.3	493.7	-2.6	499.9	665	0	Recovery Path: Declined
Lowest Performing	463.8	464.2	0.4	468.2	108	2	Recovery Path: Improved Below Target
High Needs	490.7	488.7	-2.0	493.3	517	0	Recovery Path: Declined
English Learners and Former English Learners	491.4	488.0	-3.4	495.2	283	0	Recovery Path: Declined
Low Income	490.3	487.8	-2.5	492.8	380	0	Recovery Path: Declined
Students with Disabilities	472.5	472.6	0.1	474.1	176	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	500.4	497.2	-3.2	502.9	326	0	Recovery Path: Declined
Black or African American	493.0	488.3	-4.7	495.7	43	0	Path Forward: Declined
Hispanic or Latino	486.9	484.8	-2.1	489.4	142	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	492.9	496.0	3.1	495.7	28	3	Recovery Path: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.0	495.8	-0.2	498.4	126	1	Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	501.4	501.2	-0.2	503.5	662	1	Recovery Path: No Change
Lowest Performing	471.6	478.7	7.1	475.7	108	4	Recovery Path: Exceeded Target
High Needs	496.3	497.0	0.7	497.9	514	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	497.9	497.4	-0.5	500.8	279	1	Recovery Path: No Change
Low Income	495.1	496.0	0.9	497.2	377	3	Recovery Path: Met Target
Students with Disabilities	479.9	482.3	2.4	483.2	175	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	506.4	505.5	-0.9	510.1	326	3	Path Forward: Met Target
Black or African American	499.1	494.5	-4.6	502.1	43	3	Path Forward: Met Target
Hispanic or Latino	490.4	489.9	-0.5	492.8	141	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	497.8	503.5	5.7	499.1	27	4	Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.3	504.7	4.4	502.9	125	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	489.7	490.6	0.9	492.4	333	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	37	-	-
High Needs	485.4	487.0	1.6	488.8	265	2	Path Forward: Improved Below Target
English Learners and Former English Learners	483.9	484.8	0.9	487.5	146	2	Path Forward: Improved Below Target
Low Income	485.2	485.9	0.7	488.6	192	2	Path Forward: Improved Below Target
Students with Disabilities	477.0	478.9	1.9	481.5	90	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	493.2	493.2	0.0	497.2	158	1	Path Forward: No Change
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	483.5	481.8	-1.7	488.6	75	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.3	498.2	9.9	491.3	63	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.3	613	3	Typical Growth - High
Lowest Performing	49.7	108	2	Typical Growth - Low
High Needs	51.5	467	3	Typical Growth - High
English Learners and Former English Learners	52.7	262	3	Typical Growth - High
Low Income	50.8	343	3	Typical Growth - High
Students with Disabilities	46.2	140	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	52.2	307	3	Typical Growth - High
Black or African American	50.6	38	3	Typical Growth - High
Hispanic or Latino	53.9	122	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	55.6	25	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.6	121	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.0	615	3	Typical Growth - High
Lowest Performing	56.7	108	3	Typical Growth - High
High Needs	53.1	471	3	Typical Growth - High
English Learners and Former English Learners	52.8	265	3	Typical Growth - High
Low Income	52.1	346	3	Typical Growth - High
Students with Disabilities	53.5	140	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	51.2	308	3	Typical Growth - High
Black or African American	48.5	39	2	Typical Growth - Low
Hispanic or Latino	49.7	125	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	59.4	25	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.3	118	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	41.0	37.3	-3.7	46.2	118	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	41.0	37.3	-3.7	46.2	118	0	Declined
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	8.2	10.3	2.1	6.9	688	0	Declined
Lowest Performing	20.0	17.6	-2.4	16.5	108	2	Improved Below Target
High Needs	10.1	12.2	2.1	7.5	540	0	Declined
English Learners and Former English Learners	8.2	9.5	1.3	5.2	295	0	Declined
Low Income	11.7	14.5	2.8	8.0	401	0	Declined
Students with Disabilities	15.0	16.3	1.3	11.7	178	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	3.2	5.4	2.2	1.0	335	4	Exceeded Target
Black or African American	0.0	13.0	13.0	1.0	46	0	Declined
Hispanic or Latino	18.5	22.3	3.8	14.8	148	0	Declined
Multi-Race, Not Hispanic or Latino	14.8	7.1	-7.7	13.5	28	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	11.7	9.2	-2.5	10.3	131	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	672	671	100	Yes	1	669	668	100	Yes	1	336	336	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	524	523	521	520	268	268	1,313	1,311	100	Yes	1
English Learners and Former English Learners	287	287	284	283	148	148	719	718	100	Yes	1
Low Income	385	384	382	381	194	194	961	959	100	Yes	1
Students with Disabilities	180	180	179	179	92	92	451	451	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	328	327	327	327	159	159	814	813	100	Yes	1
Black or African American	43	43	43	43	21	21	107	107	100	Yes	1
Hispanic or Latino	147	147	146	146	77	77	370	370	100	Yes	1
Multi-Race, Not Hispanic or Latino	28	28	28	27	16	16	72	71	99	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	126	126	125	125	63	63	314	314	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