Massachusetts School and District Profiles

Paul R Baird Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Paul R Baird Middle

Organization Information

DISTRICT NAME
Ludlow (01610000)

TITLE I STATUS
Title I School

SCHOOL
Paul R Baird Middle (01610305)

GRADES SERVED
06,07,08

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
48% - Moderate progress toward targets	27

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	30%	60%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	48%
	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	-	4	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	6	12	67.5	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	22.5	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	2	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	2	4	10.0
Weighted total		5.4	10.3	-	5.2	7.6	-
Percentage of possible points		52%		-	68%		-
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	0	4	-	3	4	-
	Mathematics achievement	0	4	-	1	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	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	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		1.2	10.3	-	3.6	7.6	-
Percentage of possible points		12%		-	47%		-
2025 Annual criterion-referenced target percentage		30%

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%	52%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	42%
	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	1	4	-
	Mathematics achievement	3	4	-
	Science achievement	2	4	-
	Achievement total	6	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		5.4	10.3	-
Percentage of possible points		52%		-
2026 Annual criterion-referenced target percentage		52%

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	0	4	-
	Science achievement	2	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%		-
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	482.2	480.2	-2.0	485.7	474	0	Recovery Path: Declined
Lowest Performing	454.4	460.2	5.8	459.5	74	4	Path Forward: Exceeded Target
High Needs	473.8	473.5	-0.3	475.7	250	1	Recovery Path: No Change
English Learners and Former English Learners	474.2	474.8	0.6	477.8	60	2	Recovery Path: Improved Below Target
Low Income	475.1	475.0	-0.1	477.4	185	1	Recovery Path: No Change
Students with Disabilities	461.7	464.7	3.0	464.0	106	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	476.7	471.5	-5.2	479.9	90	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	483.9	482.9	-1.0	487.0	352	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	489.8	492.0	2.2	492.2	476	3	Recovery Path: Met Target
Lowest Performing	467.1	468.9	1.8	473.1	74	2	Recovery Path: Improved Below Target
High Needs	481.6	484.1	2.5	484.3	250	3	Path Forward: Met Target
English Learners and Former English Learners	484.8	488.6	3.8	488.3	60	3	Path Forward: Met Target
Low Income	482.3	484.4	2.1	483.7	185	4	Recovery Path: Exceeded Target
Students with Disabilities	472.0	473.8	1.8	475.4	106	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	480.8	483.4	2.6	484.4	91	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.0	494.7	2.7	494.0	353	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	489.5	491.7	2.2	491.8	165	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	38	-	-
High Needs	483.4	483.8	0.4	487.2	76	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	484.2	484.5	0.3	486.7	57	2	Recovery Path: Improved Below Target
Students with Disabilities	472.8	475.0	2.2	476.6	33	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	487.1	482.3	-4.8	490.7	32	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.9	494.0	3.1	494.6	124	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.3	451	2	Typical Growth - Low
Lowest Performing	48.4	74	2	Typical Growth - Low
High Needs	46.0	232	2	Typical Growth - Low
English Learners and Former English Learners	50.8	53	3	Typical Growth - High
Low Income	45.2	173	2	Typical Growth - Low
Students with Disabilities	44.8	95	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	-	6	-	-
Hispanic or Latino	42.9	87	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.2	337	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.2	460	3	Typical Growth - High
Lowest Performing	44.8	74	2	Typical Growth - Low
High Needs	50.3	236	3	Typical Growth - High
English Learners and Former English Learners	58.1	56	3	Typical Growth - High
Low Income	49.3	176	2	Typical Growth - Low
Students with Disabilities	47.1	96	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	-	6	-	-
Hispanic or Latino	48.0	88	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.2	345	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	14.3	13.5	-0.8	12.8	517	2	Improved Below Target
Lowest Performing	27.7	24.3	-3.4	23.1	74	2	Improved Below Target
High Needs	20.7	20.3	-0.4	18.3	281	2	Improved Below Target
English Learners and Former English Learners	9.4	13.4	4.0	5.9	67	0	Declined
Low Income	22.9	24.3	1.4	19.7	210	0	Declined
Students with Disabilities	27.9	27.2	-0.7	24.3	114	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	24.0	22.3	-1.7	19.8	112	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	12.1	11.4	-0.7	10.3	370	2	Improved Below 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	504	492	98	Yes	1	502	495	99	Yes	1	179	170	95	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	274	265	272	266	88	80	634	611	96	Yes	1
English Learners and Former English Learners	63	63	64	64	19	18	146	145	99	Yes	1
Low Income	205	198	203	199	66	60	474	457	96	Yes	1
Students with Disabilities	114	109	113	110	39	33	266	252	95	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	11	11	11	11	4	4	26	-	-	-	-
Black or African American	6	6	6	6	2	2	14	-	-	-	-
Hispanic or Latino	108	104	107	106	38	35	253	245	97	Yes	1
Multi-Race, Not Hispanic or Latino	16	16	16	16	4	4	36	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	363	355	362	356	131	125	856	836	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