Massachusetts School and District Profiles

Central Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Central Middle

Organization Information

DISTRICT NAME
Quincy (02430000)

TITLE I STATUS
Non-Title I School

SCHOOL
Central Middle (02430315)

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
74% - Substantial progress toward targets	86

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	77%	72%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	74%
	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	4	4	-	2	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	60.0	4	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		8.7	9.6	-	4.1	7.6	-
Percentage of possible points		91%		-	54%		-
2026 Annual criterion-referenced target percentage		72%

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	3	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	10	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		8.0	9.6	-	5.4	7.6	-
Percentage of possible points		83%		-	71%		-
2025 Annual criterion-referenced target percentage		77%

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	76%	83%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	80%
	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	3	4	-
	Achievement total	10	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		8.5	10.3	-
Percentage of possible points		83%		-
2026 Annual criterion-referenced target percentage		83%

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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	3	4	-
	Achievement total	9	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		7.8	10.3	-
Percentage of possible points		76%		-
2025 Annual criterion-referenced target percentage		76%

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	511.3	509.9	-1.4	514.3	639	4	Recovery Path: Exceeded Target
Lowest Performing	478.3	480.6	2.3	483.4	103	2	Path Forward: Improved Below Target
High Needs	500.7	498.3	-2.4	503.6	337	3	Recovery Path: Met Target
English Learners and Former English Learners	491.8	490.6	-1.2	495.4	160	0	Recovery Path: Declined
Low Income	502.3	500.6	-1.7	505.6	229	3	Recovery Path: Met Target
Students with Disabilities	491.0	482.4	-8.6	493.8	82	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	513.9	513.7	-0.2	516.5	331	4	Recovery Path: Exceeded Target
Black or African American	491.9	483.6	-8.3	494.1	22	0	Path Forward: Declined
Hispanic or Latino	493.8	502.4	8.6	496.4	36	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.7	508.3	-2.4	513.3	228	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	508.8	511.7	2.9	511.6	639	4	Recovery Path: Exceeded Target
Lowest Performing	481.5	483.5	2.0	485.2	103	2	Recovery Path: Improved Below Target
High Needs	502.5	505.4	2.9	504.7	338	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	499.2	503.5	4.3	503.0	160	3	Recovery Path: Met Target
Low Income	502.8	508.2	5.4	505.3	230	4	Recovery Path: Exceeded Target
Students with Disabilities	488.1	485.7	-2.4	490.4	82	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	517.8	520.9	3.1	519.9	331	4	Recovery Path: Exceeded Target
Black or African American	483.3	483.3	0.0	486.3	22	1	Path Forward: No Change
Hispanic or Latino	490.3	499.5	9.2	493.2	37	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.2	504.0	2.8	503.6	228	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	509.6	507.5	-2.1	511.8	224	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	60	-	-
High Needs	502.8	497.4	-5.4	506.3	119	3	Path Forward: Met Target
English Learners and Former English Learners	486.8	488.5	1.7	491.0	49	2	Path Forward: Improved Below Target
Low Income	501.3	499.1	-2.2	505.7	87	3	Path Forward: Met Target
Students with Disabilities	-	-	-	-	34	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	517.2	514.9	-2.3	519.4	119	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.0	504.5	-0.5	507.2	79	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	60.3	618	4	Exceeded Typical Growth
Lowest Performing	55.0	103	3	Typical Growth - High
High Needs	55.7	319	3	Typical Growth - High
English Learners and Former English Learners	54.5	144	3	Typical Growth - High
Low Income	56.3	218	3	Typical Growth - High
Students with Disabilities	49.1	82	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	62.5	321	4	Exceeded Typical Growth
Black or African American	-	18	-	-
Hispanic or Latino	63.7	33	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.1	224	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.2	626	3	Typical Growth - High
Lowest Performing	56.2	103	3	Typical Growth - High
High Needs	58.8	328	3	Typical Growth - High
English Learners and Former English Learners	58.5	152	3	Typical Growth - High
Low Income	61.5	224	4	Exceeded Typical Growth
Students with Disabilities	53.5	82	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	62.7	327	4	Exceeded Typical Growth
Black or African American	-	19	-	-
Hispanic or Latino	61.2	36	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.2	223	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	33.3	36.7	3.4	38.5	49	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	33.3	36.7	3.4	38.5	49	3	Met Target
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	6.0	5.6	-0.4	4.9	665	4	Exceeded Target
Lowest Performing	14.4	15.5	1.1	11.1	103	0	Declined
High Needs	8.4	6.2	-2.2	6.3	357	4	Exceeded Target
English Learners and Former English Learners	6.1	3.9	-2.2	3.1	178	4	Exceeded Target
Low Income	8.6	6.5	-2.1	4.3	245	4	Exceeded Target
Students with Disabilities	16.0	16.0	0.0	13.5	81	1	No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	1.4	0.9	-0.5	1.0	346	4	Exceeded Target
Black or African American	14.8	8.3	-6.5	11.8	24	4	Exceeded Target
Hispanic or Latino	20.0	10.3	-9.7	15.8	39	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.0	10.3	0.3	8.8	232	1	No Change

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	661	659	100	Yes	1	661	661	100	Yes	1	231	231	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	357	355	357	357	125	125	839	837	100	Yes	1
English Learners and Former English Learners	178	177	178	178	55	55	411	410	100	Yes	1
Low Income	245	244	245	245	92	92	582	581	100	Yes	1
Students with Disabilities	82	82	82	82	34	34	198	198	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	345	344	345	345	122	122	812	811	100	Yes	1
Black or African American	24	24	24	24	12	12	60	60	100	Yes	1
Hispanic or Latino	38	37	38	38	14	14	90	89	99	Yes	1
Multi-Race, Not Hispanic or Latino	23	23	22	22	3	3	48	48	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	231	231	231	231	79	79	541	541	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