Massachusetts School and District Profiles

North Reading Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - North Reading Middle

Organization Information

DISTRICT NAME
North Reading (02170000)

TITLE I STATUS
Title I School

SCHOOL
North Reading Middle (02170305)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
79% - Meeting or exceeding targets	87

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	82%	77%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	79%
	Meeting or exceeding 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	4	4	-	2	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	5	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		9.5	10.3	-	4.7	7.6	-
Percentage of possible points		92%		-	62%		-
2026 Annual criterion-referenced target percentage		77%

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	-	4	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		9.2	10.3	-	5.6	7.6	-
Percentage of possible points		89%		-	74%		-
2025 Annual criterion-referenced target percentage		82%

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	70%	81%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	76%
	Meeting or exceeding 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	4	4	-
	Science achievement	4	4	-
	Achievement total	11	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		8.3	10.3	-
Percentage of possible points		81%		-
2026 Annual criterion-referenced target percentage		81%

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	1	4	-
	Science achievement	4	4	-
	Achievement total	9	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		7.2	10.3	-
Percentage of possible points		70%		-
2025 Annual criterion-referenced target percentage		70%

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	511.0	511.4	0.4	514.0	513	4	Recovery Path: Exceeded Target
Lowest Performing	483.3	484.7	1.4	488.7	72	2	Recovery Path: Improved Below Target
High Needs	494.1	495.3	1.2	496.5	148	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	497.9	496.6	-1.3	500.0	55	3	Path Forward: Met Target
Students with Disabilities	489.7	490.7	1.0	492.6	106	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	521.6	525.5	3.9	523.5	35	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	510.6	510.2	-0.4	513.5	439	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	510.4	514.0	3.6	512.3	514	4	Recovery Path: Exceeded Target
Lowest Performing	485.7	489.3	3.6	491.3	72	3	Recovery Path: Met Target
High Needs	495.4	498.6	3.2	497.9	148	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	494.5	499.0	4.5	496.9	56	4	Path Forward: Exceeded Target
Students with Disabilities	492.4	494.4	2.0	495.6	106	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	529.1	531.0	1.9	532.1	35	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	509.8	512.5	2.7	512.1	441	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	506.3	513.6	7.3	508.5	179	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	45	-	-
High Needs	493.5	498.7	5.2	497.0	48	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	489.9	496.1	6.2	494.1	35	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	508.0	512.5	4.5	510.2	152	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.6	499	2	Typical Growth - Low
Lowest Performing	50.3	72	3	Typical Growth - High
High Needs	45.7	139	2	Typical Growth - Low
English Learners and Former English Learners	-	9	-	-
Low Income	43.6	50	2	Typical Growth - Low
Students with Disabilities	45.3	101	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	58.3	32	3	Typical Growth - High
Black or African American	-	5	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	46.3	429	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.9	504	3	Typical Growth - High
Lowest Performing	53.1	72	3	Typical Growth - High
High Needs	48.1	141	2	Typical Growth - Low
English Learners and Former English Learners	-	11	-	-
Low Income	46.2	53	2	Typical Growth - Low
Students with Disabilities	47.2	101	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	58.3	32	3	Typical Growth - High
Black or African American	-	5	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	52.6	435	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	4.6	7.3	2.7	3.5	524	3	Met Target
Lowest Performing	10.3	18.1	7.8	7.0	72	0	Declined
High Needs	9.4	12.2	2.8	7.3	147	0	Declined
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	14.0	15.0	1.0	9.7	60	0	Declined
Students with Disabilities	8.9	13.0	4.1	6.4	100	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	7.7	8.6	0.9	5.6	35	0	Declined
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	4.5	7.0	2.5	3.3	446	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	513	513	100	Yes	1	514	514	100	Yes	1	179	179	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	148	148	148	148	48	48	344	344	100	Yes	1
English Learners and Former English Learners	11	11	11	11	3	3	25	-	-	-	-
Low Income	55	55	56	56	19	19	130	130	100	Yes	1
Students with Disabilities	106	106	106	106	35	35	247	247	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	35	35	35	35	11	11	81	81	100	Yes	1
Black or African American	5	5	5	5	1	1	11	-	-	-	-
Hispanic or Latino	15	15	15	15	4	4	34	-	-	-	-
Multi-Race, Not Hispanic or Latino	18	18	17	17	10	10	45	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	439	439	441	441	152	152	1,032	1,032	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