Massachusetts School and District Profiles

Walter S Parker Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Walter S Parker Middle

Organization Information

DISTRICT NAME
Reading (02460000)

TITLE I STATUS
Title I School

SCHOOL
Walter S Parker Middle (02460310)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	34%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	47%
	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	3	4	-	2	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	7	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		6.0	10.3	-	4.0	7.6	-
Percentage of possible points		58%		-	53%		-
2026 Annual criterion-referenced target percentage		56%

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	3	4	-	2	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	67.5	2	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	2	4	10.0
Weighted total		3.5	10.3	-	2.5	7.6	-
Percentage of possible points		34%		-	33%		-
2025 Annual criterion-referenced target percentage		34%

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	28%	12%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	18%
	Limited or no 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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	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	3	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	3	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		2.9	10.3	-
Percentage of possible points		28%		-
2025 Annual criterion-referenced target percentage		28%

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	507.7	504.0	-3.7	509.7	523	3	Path Forward: Met Target
Lowest Performing	479.3	481.5	2.2	484.3	80	2	Recovery Path: Improved Below Target
High Needs	487.1	482.4	-4.7	489.6	141	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	30	-	-
Low Income	492.8	485.8	-7.0	495.4	71	0	Recovery Path: Declined
Students with Disabilities	481.1	478.2	-2.9	483.4	95	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	517.5	511.5	-6.0	520.1	32	4	Path Forward: Exceeded Target
Black or African American	485.6	482.4	-3.2	488.3	22	0	Path Forward: Declined
Hispanic or Latino	493.1	488.4	-4.7	495.0	37	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.4	505.9	-3.5	511.4	421	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	504.3	503.9	-0.4	506.4	519	1	Path Forward: No Change
Lowest Performing	479.2	481.7	2.5	484.3	80	2	Path Forward: Improved Below Target
High Needs	486.3	484.0	-2.3	488.9	139	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	30	-	-
Low Income	489.5	484.9	-4.6	491.9	70	0	Path Forward: Declined
Students with Disabilities	481.4	479.2	-2.2	484.7	94	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	520.1	519.8	-0.3	523.8	32	4	Path Forward: Exceeded Target
Black or African American	484.0	483.8	-0.2	487.0	22	1	Path Forward: No Change
Hispanic or Latino	494.6	489.9	-4.7	497.4	36	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.2	505.1	-0.1	507.3	418	1	Path Forward: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	503.0	504.8	1.8	505.7	163	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	44	-	-
High Needs	486.4	484.5	-1.9	489.8	38	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	477.6	482.2	4.6	482.1	28	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.7	505.4	-0.3	508.7	133	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.2	509	2	Typical Growth - Low
Lowest Performing	50.7	80	3	Typical Growth - High
High Needs	45.7	129	2	Typical Growth - Low
English Learners and Former English Learners	-	24	-	-
Low Income	46.3	62	2	Typical Growth - Low
Students with Disabilities	43.0	93	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	56.4	29	3	Typical Growth - High
Black or African American	54.6	21	3	Typical Growth - High
Hispanic or Latino	33.5	36	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.7	413	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.6	512	2	Typical Growth - Low
Lowest Performing	48.8	80	2	Typical Growth - Low
High Needs	42.6	135	2	Typical Growth - Low
English Learners and Former English Learners	-	30	-	-
Low Income	47.2	66	2	Typical Growth - Low
Students with Disabilities	36.6	94	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	61.0	31	4	Exceeded Typical Growth
Black or African American	53.4	22	3	Typical Growth - High
Hispanic or Latino	36.7	35	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.3	414	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	8.1	6.0	-2.1	6.8	533	4	Exceeded Target
Lowest Performing	11.9	11.3	-0.6	8.4	80	2	Improved Below Target
High Needs	16.5	13.4	-3.1	13.9	149	3	Met Target
English Learners and Former English Learners	-	-	-	-	34	-	-
Low Income	19.7	16.7	-3.0	16.0	78	2	Improved Below Target
Students with Disabilities	16.7	14.4	-2.3	13.4	97	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	7.1	0.0	-7.1	4.2	34	4	Exceeded Target
Black or African American	19.2	21.7	2.5	15.7	23	0	Declined
Hispanic or Latino	8.0	11.9	3.9	4.3	42	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.2	5.0	-2.2	5.8	423	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	526	525	100	Yes	1	524	521	99	Yes	1	163	163	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	143	143	143	141	38	38	324	322	99	Yes	1
English Learners and Former English Learners	32	32	32	32	9	9	73	73	100	Yes	1
Low Income	73	73	73	72	16	16	162	161	99	Yes	1
Students with Disabilities	95	95	95	94	28	28	218	217	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	34	34	34	34	11	11	79	79	100	Yes	1
Black or African American	22	22	22	22	6	6	50	50	100	Yes	1
Hispanic or Latino	37	37	37	36	9	9	83	82	99	Yes	1
Multi-Race, Not Hispanic or Latino	11	11	11	11	4	4	26	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	422	421	420	418	133	133	975	972	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