Massachusetts School and District Profiles

Tyngsborough Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Tyngsborough Middle

Organization Information

DISTRICT NAME
Tyngsborough (03010000)

TITLE I STATUS
Non-Title I School

SCHOOL
Tyngsborough Middle (03010305)

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
70% - Substantial progress toward targets	61

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	74%	67%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	70%
	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	1	4	-	4	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	6	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	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	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		6.0	10.3	-	5.8	7.6	-
Percentage of possible points		58%		-	76%		-
2026 Annual criterion-referenced target percentage		67%

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	2	4	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	67.5	8	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	0	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	3	4	10.0
Weighted total		5.4	10.3	-	7.3	7.6	-
Percentage of possible points		52%		-	96%		-
2025 Annual criterion-referenced target percentage		74%

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	33%	50%
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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	5	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		5.1	10.3	-
Percentage of possible points		50%		-
2026 Annual criterion-referenced target percentage		50%

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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	3	4	-
	Achievement total	3	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		3.4	10.3	-
Percentage of possible points		33%		-
2025 Annual criterion-referenced target percentage		33%

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	493.8	493.5	-0.3	497.3	345	1	Recovery Path: No Change
Lowest Performing	464.0	473.3	9.3	469.1	61	4	Path Forward: Exceeded Target
High Needs	481.1	483.1	2.0	483.1	164	3	Recovery Path: Met Target
English Learners and Former English Learners	480.3	479.9	-0.4	482.8	42	1	Path Forward: No Change
Low Income	482.1	485.1	3.0	484.6	96	3	Recovery Path: Met Target
Students with Disabilities	472.5	474.5	2.0	475.8	73	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	495.7	499.6	3.9	499.1	35	3	Recovery Path: Met Target
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	485.8	485.9	0.1	488.3	38	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.8	493.7	-1.1	497.3	236	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	494.8	496.2	1.4	497.4	345	2	Recovery Path: Improved Below Target
Lowest Performing	471.4	474.6	3.2	475.3	61	2	Recovery Path: Improved Below Target
High Needs	485.2	485.6	0.4	487.8	164	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	486.0	487.5	1.5	489.5	42	2	Path Forward: Improved Below Target
Low Income	485.3	488.0	2.7	488.3	96	3	Recovery Path: Met Target
Students with Disabilities	477.2	477.2	0.0	479.3	73	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	498.6	505.7	7.1	501.7	35	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	484.5	485.1	0.6	487.1	38	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.6	496.5	0.9	498.3	236	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	499.2	502.5	3.3	502.8	115	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	26	-	-
High Needs	490.9	490.3	-0.6	494.7	39	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	491.3	493.8	2.5	495.3	23	3	Path Forward: Met Target
Students with Disabilities	481.6	483.6	2.0	485.4	20	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.0	502.3	2.3	503.7	79	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.9	336	3	Typical Growth - High
Lowest Performing	62.2	61	4	Exceeded Typical Growth
High Needs	56.2	158	3	Typical Growth - High
English Learners and Former English Learners	56.2	39	3	Typical Growth - High
Low Income	55.3	93	3	Typical Growth - High
Students with Disabilities	56.2	69	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	60.5	33	4	Exceeded Typical Growth
Black or African American	-	19	-	-
Hispanic or Latino	55.8	37	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.8	231	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	60.1	338	4	Exceeded Typical Growth
Lowest Performing	59.0	61	3	Typical Growth - High
High Needs	56.2	159	3	Typical Growth - High
English Learners and Former English Learners	62.4	40	4	Exceeded Typical Growth
Low Income	57.0	93	3	Typical Growth - High
Students with Disabilities	51.3	69	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	63.4	34	4	Exceeded Typical Growth
Black or African American	-	19	-	-
Hispanic or Latino	58.5	37	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	59.7	232	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	15.3	11.9	-3.4	13.8	361	4	Exceeded Target
Lowest Performing	19.7	18.0	-1.7	15.1	61	2	Improved Below Target
High Needs	22.9	17.7	-5.2	20.5	175	4	Exceeded Target
English Learners and Former English Learners	22.9	14.9	-8.0	19.4	47	4	Exceeded Target
Low Income	26.4	21.7	-4.7	23.2	106	4	Exceeded Target
Students with Disabilities	27.5	20.0	-7.5	23.9	75	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	14.0	2.6	-11.4	10.7	39	4	Exceeded Target
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	37.8	23.8	-14.0	33.6	42	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	13.5	12.3	-1.2	11.7	243	2	Improved Below 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	358	358	100	Yes	1	358	358	100	Yes	1	121	119	98	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	174	174	174	174	44	43	392	391	100	Yes	1
English Learners and Former English Learners	48	48	48	48	10	10	106	106	100	Yes	1
Low Income	105	105	105	105	27	27	237	237	100	Yes	1
Students with Disabilities	75	75	75	75	21	20	171	170	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	39	39	39	39	8	8	86	86	100	Yes	1
Black or African American	19	19	19	19	7	7	45	-	-	-	-
Hispanic or Latino	41	41	41	41	16	16	98	98	100	Yes	1
Multi-Race, Not Hispanic or Latino	17	17	17	17	8	8	42	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	242	242	242	242	82	80	566	564	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