Massachusetts School and District Profiles

Rupert A Nock Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Rupert A Nock Middle

Organization Information

DISTRICT NAME
Newburyport (02040000)

TITLE I STATUS
Non-Title I School

SCHOOL
Rupert A Nock Middle (02040305)

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
51% - Substantial progress toward targets	73

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	58%	45%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	51%
	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	-	1	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	5	12	67.5	3	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	3	4	10.0
Weighted total		5.0	10.3	-	3.2	7.6	-
Percentage of possible points		49%		-	42%		-
2026 Annual criterion-referenced target percentage		45%

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	4	4	-	2	4	-
	Mathematics achievement	2	4	-	0	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	67.5	2	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	2	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	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		8.1	10.3	-	2.9	7.6	-
Percentage of possible points		79%		-	38%		-
2025 Annual criterion-referenced target percentage		58%

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	89%	12%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	43%
	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	3	4	-
	Mathematics growth	2	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		1.2	10.3	-
Percentage of possible points		12%		-
2026 Annual criterion-referenced target percentage		12%

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	3	4	-
	Science achievement	4	4	-
	Achievement total	11	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		9.2	10.3	-
Percentage of possible points		89%		-
2025 Annual criterion-referenced target percentage		89%

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	505.9	504.6	-1.3	507.9	490	3	Path Forward: Met Target
Lowest Performing	480.1	480.0	-0.1	485.4	74	1	Recovery Path: No Change
High Needs	492.2	488.7	-3.5	495.0	163	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	492.7	493.1	0.4	495.0	61	2	Path Forward: Improved Below Target
Students with Disabilities	489.6	483.9	-5.7	492.5	119	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	491.0	498.1	7.1	492.9	23	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.9	504.1	-2.8	508.9	439	3	Path Forward: 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	499.3	500.6	1.3	501.5	488	2	Recovery Path: Improved Below Target
Lowest Performing	475.8	477.1	1.3	479.7	74	2	Recovery Path: Improved Below Target
High Needs	486.5	485.6	-0.9	489.1	162	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	489.7	490.5	0.8	492.1	61	2	Path Forward: Improved Below Target
Students with Disabilities	483.1	482.2	-0.9	486.4	118	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	488.6	488.0	-0.6	491.4	23	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.1	500.5	0.4	502.5	437	2	Recovery Path: 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	503.2	499.7	-3.5	505.7	152	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	37	-	-
High Needs	491.3	488.2	-3.1	494.7	53	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	487.4	484.9	-2.5	491.9	37	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.5	500.2	-4.3	507.0	135	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.8	472	3	Typical Growth - High
Lowest Performing	49.7	74	2	Typical Growth - Low
High Needs	51.3	158	3	Typical Growth - High
English Learners and Former English Learners	-	13	-	-
Low Income	58.4	60	3	Typical Growth - High
Students with Disabilities	46.7	115	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	-	4	-	-
Hispanic or Latino	66.0	22	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.2	424	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.7	470	3	Typical Growth - High
Lowest Performing	48.6	74	2	Typical Growth - Low
High Needs	47.6	157	2	Typical Growth - Low
English Learners and Former English Learners	-	13	-	-
Low Income	49.3	60	2	Typical Growth - Low
Students with Disabilities	46.9	114	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	-	4	-	-
Hispanic or Latino	50.8	22	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.4	422	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	10.5	9.5	-1.0	9.2	503	3	Met Target
Lowest Performing	15.8	12.2	-3.6	12.3	74	3	Met Target
High Needs	15.3	15.8	0.5	12.7	171	1	No Change
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	22.2	25.8	3.6	18.5	66	0	Declined
Students with Disabilities	11.6	13.2	1.6	8.3	121	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	19.4	22.2	2.8	15.7	27	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.7	8.7	-1.0	8.3	448	3	Met 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	497	495	100	Yes	1	495	493	100	Yes	1	155	153	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	167	167	166	166	54	54	387	387	100	Yes	1
English Learners and Former English Learners	14	14	14	14	5	5	33	-	-	-	-
Low Income	64	64	64	64	20	20	148	148	100	Yes	1
Students with Disabilities	120	120	119	119	37	37	276	276	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	7	7	7	7	1	1	15	-	-	-	-
Black or African American	4	4	4	4	2	2	10	-	-	-	-
Hispanic or Latino	23	23	23	23	10	10	56	56	100	Yes	1
Multi-Race, Not Hispanic or Latino	17	17	17	17	4	4	38	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	446	444	444	442	138	136	1,028	1,022	99	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