Massachusetts School and District Profiles

John J. McGlynn Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - John J. McGlynn Middle School

Organization Information

DISTRICT NAME
Medford (01760000)

TITLE I STATUS
Non-Title I School

SCHOOL
John J. McGlynn Middle School (01760320)

GRADES SERVED
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
60% - Substantial progress toward targets	34

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	47%	69%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	60%
	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	3	4	-	4	4	-
	Mathematics achievement	2	4	-	3	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	7	12	60.0	7	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0
Weighted total		5.7	9.6	-	5.9	7.6	-
Percentage of possible points		59%		-	78%		-
2026 Annual criterion-referenced target percentage		69%

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	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		4.0	9.6	-	4.0	7.6	-
Percentage of possible points		42%		-	53%		-
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	15%	67%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	46%
	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	3	4	-
	Mathematics achievement	3	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		6.9	10.3	-
Percentage of possible points		67%		-
2026 Annual criterion-referenced target percentage		67%

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	0	4	-
	Achievement total	0	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		1.5	10.3	-
Percentage of possible points		15%		-
2025 Annual criterion-referenced target percentage		15%

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	484.3	486.8	2.5	486.8	414	3	Recovery Path: Met Target
Lowest Performing	450.1	456.2	6.1	455.3	56	4	Recovery Path: Exceeded Target
High Needs	472.3	474.7	2.4	474.7	252	3	Recovery Path: Met Target
English Learners and Former English Learners	462.9	466.6	3.7	467.3	128	2	Recovery Path: Improved Below Target
Low Income	470.4	473.1	2.7	472.8	192	3	Recovery Path: Met Target
Students with Disabilities	469.0	470.8	1.8	470.8	121	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	496.5	493.2	-3.3	500.2	30	0	Recovery Path: Declined
Black or African American	470.8	471.8	1.0	473.4	57	2	Recovery Path: Improved Below Target
Hispanic or Latino	470.5	473.3	2.8	473.7	78	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	490.4	490.4	0.0	492.7	25	1	Path Forward: No Change
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.4	494.3	3.9	493.6	219	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	489.0	490.2	1.2	491.5	413	2	Path Forward: Improved Below Target
Lowest Performing	461.6	466.1	4.5	466.3	56	3	Recovery Path: Met Target
High Needs	478.5	481.0	2.5	481.2	251	3	Path Forward: Met Target
English Learners and Former English Learners	473.7	477.7	4.0	476.4	126	4	Recovery Path: Exceeded Target
Low Income	476.9	480.0	3.1	478.1	190	4	Recovery Path: Exceeded Target
Students with Disabilities	473.2	475.5	2.3	476.6	122	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	505.8	499.6	-6.2	509.8	30	0	Path Forward: Declined
Black or African American	479.1	480.8	1.7	482.4	57	2	Path Forward: Improved Below Target
Hispanic or Latino	477.5	479.7	2.2	480.1	77	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	495.1	497.4	2.3	497.6	25	3	Path Forward: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.9	494.3	1.4	495.7	219	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	487.6	488.2	0.6	491.2	130	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	32	-	-
High Needs	474.6	477.7	3.1	478.4	87	2	Path Forward: Improved Below Target
English Learners and Former English Learners	468.3	467.5	-0.8	470.6	47	0	Recovery Path: Declined
Low Income	474.0	472.9	-1.1	478.0	66	0	Path Forward: Declined
Students with Disabilities	469.5	476.7	7.2	473.3	37	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	473.2	478.6	5.4	476.8	21	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.8	495.8	3.0	496.5	67	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.8	373	3	Typical Growth - High
Lowest Performing	47.5	56	2	Typical Growth - Low
High Needs	50.9	213	3	Typical Growth - High
English Learners and Former English Learners	49.6	100	2	Typical Growth - Low
Low Income	51.1	158	3	Typical Growth - High
Students with Disabilities	50.3	108	3	Typical Growth - High
American Indian or Alaska Native	-	5	-	-
Asian	42.4	25	2	Typical Growth - Low
Black or African American	55.0	45	3	Typical Growth - High
Hispanic or Latino	53.8	65	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	48.7	21	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.8	212	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.1	381	3	Typical Growth - High
Lowest Performing	50.3	56	3	Typical Growth - High
High Needs	54.1	221	3	Typical Growth - High
English Learners and Former English Learners	55.7	108	3	Typical Growth - High
Low Income	53.2	165	3	Typical Growth - High
Students with Disabilities	52.6	109	3	Typical Growth - High
American Indian or Alaska Native	-	5	-	-
Asian	51.1	28	3	Typical Growth - High
Black or African American	57.8	47	3	Typical Growth - High
Hispanic or Latino	51.0	67	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	59.5	21	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.3	213	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	41.8	40.3	-1.5	47.0	77	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	41.8	40.3	-1.5	47.0	77	1	No Change
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	12.5	11.8	-0.7	11.0	459	2	Improved Below Target
Lowest Performing	11.5	14.3	2.8	6.9	56	0	Declined
High Needs	16.7	16.9	0.2	14.3	295	1	No Change
English Learners and Former English Learners	15.6	18.0	2.4	12.1	161	0	Declined
Low Income	18.8	19.2	0.4	15.6	229	1	No Change
Students with Disabilities	15.5	18.5	3.0	11.9	130	0	Declined
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	4.8	2.9	-1.9	1.5	34	4	Exceeded Target
Black or African American	5.6	11.9	6.3	2.0	67	0	Declined
Hispanic or Latino	19.4	25.0	5.6	15.2	100	0	Declined
Multi-Race, Not Hispanic or Latino	10.0	11.5	1.5	8.5	26	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	12.7	7.0	-5.7	10.9	227	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	436	433	99	Yes	1	434	433	100	Yes	1	138	138	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	272	269	270	269	94	94	636	632	99	Yes	1
English Learners and Former English Learners	145	143	142	142	53	53	340	338	99	Yes	1
Low Income	209	206	206	205	71	71	486	482	99	Yes	1
Students with Disabilities	124	122	125	125	39	39	288	286	99	Yes	1
American Indian or Alaska Native	5	5	5	5	1	1	11	-	-	-	-
Asian	32	32	33	33	13	13	78	78	100	Yes	1
Black or African American	62	62	62	62	21	21	145	145	100	Yes	1
Hispanic or Latino	88	86	85	85	26	26	199	197	99	Yes	1
Multi-Race, Not Hispanic or Latino	25	25	25	25	9	9	59	59	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	223	222	223	222	68	68	514	512	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