Massachusetts School and District Profiles

Ephraim Curtis Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Ephraim Curtis Middle

Organization Information

DISTRICT NAME
Sudbury (02880000)

TITLE I STATUS
Title I School

SCHOOL
Ephraim Curtis Middle (02880305)

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
81% - Meeting or exceeding targets	93

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	88%	77%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	81%
	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	-	3	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		9.2	10.3	-	4.9	7.6	-
Percentage of possible points		89%		-	65%		-
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	-	3	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	67.5	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	22.5	7	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		9.1	10.3	-	6.6	7.6	-
Percentage of possible points		88%		-	87%		-
2025 Annual criterion-referenced target percentage		88%

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	69%	14%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	36%
	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	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		1.4	10.3	-
Percentage of possible points		14%		-
2026 Annual criterion-referenced target percentage		14%

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	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		7.1	10.3	-
Percentage of possible points		69%		-
2025 Annual criterion-referenced target percentage		69%

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	513.0	511.2	-1.8	515.8	849	4	Recovery Path: Exceeded Target
Lowest Performing	480.5	485.8	5.3	485.6	124	3	Path Forward: Met Target
High Needs	494.7	492.2	-2.5	497.0	258	0	Recovery Path: Declined
English Learners and Former English Learners	489.7	491.6	1.9	493.2	39	2	Recovery Path: Improved Below Target
Low Income	492.5	488.9	-3.6	495.3	73	0	Recovery Path: Declined
Students with Disabilities	491.6	487.4	-4.2	494.0	205	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	525.2	525.5	0.3	527.6	88	4	Recovery Path: Exceeded Target
Black or African American	493.3	486.8	-6.5	496.6	33	0	Recovery Path: Declined
Hispanic or Latino	502.6	499.2	-3.4	505.2	58	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	515.6	514.4	-1.2	517.0	62	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	512.7	511.2	-1.5	516.0	607	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	513.6	514.1	0.5	515.1	845	4	Path Forward: Exceeded Target
Lowest Performing	485.7	488.3	2.6	490.8	124	2	Path Forward: Improved Below Target
High Needs	498.0	496.6	-1.4	500.5	255	0	Path Forward: Declined
English Learners and Former English Learners	496.0	501.5	5.5	499.5	39	4	Recovery Path: Exceeded Target
Low Income	496.1	493.2	-2.9	498.5	74	0	Path Forward: Declined
Students with Disabilities	494.2	491.8	-2.4	497.4	202	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	531.8	536.6	4.8	534.8	88	4	Path Forward: Exceeded Target
Black or African American	496.6	490.2	-6.4	499.6	33	0	Path Forward: Declined
Hispanic or Latino	501.5	498.7	-2.8	504.4	58	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	518.4	517.8	-0.6	519.9	60	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	512.2	513.1	0.9	513.9	605	4	Path Forward: 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	508.5	506.9	-1.6	510.7	263	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	62	-	-
High Needs	496.2	489.6	-6.6	499.7	85	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	498.4	482.4	-16.0	502.8	28	0	Path Forward: Declined
Students with Disabilities	495.3	485.8	-9.5	499.5	70	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	519.2	523.0	3.8	521.4	31	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.1	505.2	-2.9	510.3	192	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.5	830	3	Typical Growth - High
Lowest Performing	56.6	124	3	Typical Growth - High
High Needs	48.4	246	2	Typical Growth - Low
English Learners and Former English Learners	52.5	38	3	Typical Growth - High
Low Income	44.5	70	2	Typical Growth - Low
Students with Disabilities	46.0	195	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	58.3	83	3	Typical Growth - High
Black or African American	47.3	33	2	Typical Growth - Low
Hispanic or Latino	50.5	58	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	52.1	59	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.7	597	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.8	828	3	Typical Growth - High
Lowest Performing	57.6	124	3	Typical Growth - High
High Needs	52.6	244	3	Typical Growth - High
English Learners and Former English Learners	59.6	38	3	Typical Growth - High
Low Income	54.3	71	3	Typical Growth - High
Students with Disabilities	50.3	193	3	Typical Growth - High
American Indian or Alaska Native	-	0	-	-
Asian	69.0	84	4	Exceeded Typical Growth
Black or African American	50.2	33	3	Typical Growth - High
Hispanic or Latino	51.8	58	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	53.7	57	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.2	596	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	7.6	5.5	-2.1	6.5	867	4	Exceeded Target
Lowest Performing	11.3	8.9	-2.4	8.0	124	2	Improved Below Target
High Needs	13.1	11.2	-1.9	11.0	259	3	Met Target
English Learners and Former English Learners	18.2	7.7	-10.5	15.2	39	4	Exceeded Target
Low Income	20.5	26.3	5.8	16.2	80	0	Declined
Students with Disabilities	12.2	11.3	-0.9	9.7	203	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	9.0	3.3	-5.7	6.9	91	4	Exceeded Target
Black or African American	16.7	20.0	3.3	13.7	35	0	Declined
Hispanic or Latino	12.2	11.9	-0.3	8.0	59	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	5.3	6.3	1.0	4.2	64	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.8	4.4	-2.4	5.6	617	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	860	854	99	Yes	1	854	850	100	Yes	1	268	265	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	265	261	261	258	88	86	614	605	99	Yes	1
English Learners and Former English Learners	39	39	39	39	7	7	85	85	100	Yes	1
Low Income	76	74	76	75	30	29	182	178	98	Yes	1
Students with Disabilities	211	207	207	204	72	70	490	481	98	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	90	89	89	89	31	31	210	209	100	Yes	1
Black or African American	33	33	33	33	13	13	79	79	100	Yes	1
Hispanic or Latino	58	58	58	58	10	10	126	126	100	Yes	1
Multi-Race, Not Hispanic or Latino	64	63	61	61	17	17	142	141	99	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	614	610	612	608	196	193	1,422	1,411	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