Massachusetts School and District Profiles

Lunenburg Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Lunenburg Middle School

Organization Information

DISTRICT NAME
Lunenburg (01620000)

TITLE I STATUS
Non-Title I School

SCHOOL
Lunenburg Middle School (01620305)

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
34% - Moderate progress toward targets	58

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	47%	25%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	34%
	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	-	2	4	-
	Mathematics achievement	0	4	-	1	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	3	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	2	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0
Weighted total		1.1	10.3	-	2.9	7.6	-
Percentage of possible points		11%		-	38%		-
2026 Annual criterion-referenced target percentage		25%

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	-	4	4	-
	Mathematics achievement	0	4	-	1	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	3	4	-	3	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	2	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0
Weighted total		2.9	10.3	-	5.0	7.6	-
Percentage of possible points		28%		-	66%		-
2025 Annual criterion-referenced target percentage		47%

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	61%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	31%
	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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		1.1	10.3	-
Percentage of possible points		11%		-
2026 Annual criterion-referenced target percentage		11%

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	4	4	-
	Mathematics achievement	0	4	-
	Science achievement	3	4	-
	Achievement total	7	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		6.3	10.3	-
Percentage of possible points		61%		-
2025 Annual criterion-referenced target percentage		61%

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	499.1	493.7	-5.4	502.5	371	0	Recovery Path: Declined
Lowest Performing	469.2	470.5	1.3	473.3	60	2	Recovery Path: Improved Below Target
High Needs	486.8	480.0	-6.8	488.5	149	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	490.3	483.1	-7.2	493.0	100	0	Recovery Path: Declined
Students with Disabilities	477.3	470.0	-7.3	480.2	67	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	489.7	484.6	-5.1	493.1	45	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	500.6	494.4	-6.2	503.7	298	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	498.0	497.2	-0.8	500.4	368	0	Recovery Path: Declined
Lowest Performing	473.3	473.2	-0.1	478.4	60	1	Path Forward: No Change
High Needs	487.0	485.7	-1.3	488.6	146	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	487.8	487.8	0.0	490.3	98	1	Recovery Path: No Change
Students with Disabilities	479.4	476.6	-2.8	482.7	65	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	488.3	488.2	-0.1	491.8	45	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	499.7	498.3	-1.4	502.0	295	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	499.7	497.2	-2.5	501.9	104	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	24	-	-
High Needs	488.1	486.3	-1.8	490.0	30	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.5	498.6	-3.9	505.5	78	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.9	362	2	Typical Growth - Low
Lowest Performing	45.9	60	2	Typical Growth - Low
High Needs	45.5	142	2	Typical Growth - Low
English Learners and Former English Learners	-	16	-	-
Low Income	45.6	97	2	Typical Growth - Low
Students with Disabilities	44.2	65	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	4	-	-
Black or African American	-	12	-	-
Hispanic or Latino	45.8	43	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	48.2	292	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.1	360	2	Typical Growth - Low
Lowest Performing	43.9	60	2	Typical Growth - Low
High Needs	45.2	141	2	Typical Growth - Low
English Learners and Former English Learners	-	18	-	-
Low Income	46.1	95	2	Typical Growth - Low
Students with Disabilities	45.5	63	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	4	-	-
Black or African American	-	12	-	-
Hispanic or Latino	45.0	45	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	48.7	288	2	Typical Growth - Low

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	11.4	-0.3	10.4	387	2	Improved Below Target
Lowest Performing	21.0	21.7	0.7	17.5	60	0	Declined
High Needs	17.0	16.1	-0.9	14.4	161	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	22	-	-
Low Income	20.4	16.5	-3.9	16.7	109	3	Met Target
Students with Disabilities	17.8	20.3	2.5	14.5	69	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	20.5	14.6	-5.9	16.8	48	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	11.4	11.1	-0.3	10.0	307	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	380	379	100	Yes	1	377	376	100	Yes	1	106	105	99	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	157	157	155	154	32	31	344	342	99	Yes	1
English Learners and Former English Learners	22	22	22	22	4	4	48	48	100	Yes	1
Low Income	106	106	105	104	21	20	232	230	99	Yes	1
Students with Disabilities	67	67	66	65	15	15	148	147	99	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	4	4	4	4	2	2	10	-	-	-	-
Black or African American	14	14	14	14	2	2	30	-	-	-	-
Hispanic or Latino	47	47	47	47	18	17	112	111	99	Yes	1
Multi-Race, Not Hispanic or Latino	11	11	11	11	5	5	27	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	302	301	299	298	79	79	680	678	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