Massachusetts School and District Profiles

Daniel L Joyce Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Daniel L Joyce Middle School

Organization Information

DISTRICT NAME
Woburn (03470000)

TITLE I STATUS
Non-Title I School

SCHOOL
Daniel L Joyce Middle School (03470410)

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
50% - Substantial progress toward targets	35

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	42%	55%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	50%
	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	2	4	-	3	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	5	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		4.7	9.6	-	4.7	7.6	-
Percentage of possible points		49%		-	62%		-
2026 Annual criterion-referenced target percentage		55%

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	0	4	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	20.0	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		3.3	9.6	-	3.8	7.6	-
Percentage of possible points		34%		-	50%		-
2025 Annual criterion-referenced target percentage		42%

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%	19%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	23%
	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	1	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	1	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		2.0	10.3	-
Percentage of possible points		19%		-
2026 Annual criterion-referenced target percentage		19%

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	1	4	-
	Science achievement	2	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	489.0	491.2	2.2	492.9	416	2	Recovery Path: Improved Below Target
Lowest Performing	458.1	463.0	4.9	463.4	60	3	Recovery Path: Met Target
High Needs	479.6	479.4	-0.2	481.4	238	1	Recovery Path: No Change
English Learners and Former English Learners	468.7	470.7	2.0	471.8	74	2	Recovery Path: Improved Below Target
Low Income	480.4	480.4	0.0	482.8	166	1	Path Forward: No Change
Students with Disabilities	472.9	471.3	-1.6	475.3	132	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	7	-	-
Asian	-	-	-	-	13	-	-
Black or African American	480.5	485.5	5.0	482.9	28	4	Recovery Path: Exceeded Target
Hispanic or Latino	477.9	476.1	-1.8	481.1	58	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	492.1	495.1	3.0	496.0	287	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	490.3	490.9	0.6	492.8	414	2	Recovery Path: Improved Below Target
Lowest Performing	467.1	470.0	2.9	472.2	60	2	Recovery Path: Improved Below Target
High Needs	482.7	481.4	-1.3	485.4	237	0	Path Forward: Declined
English Learners and Former English Learners	475.7	475.7	0.0	478.2	73	1	Recovery Path: No Change
Low Income	484.4	482.3	-2.1	485.6	166	0	Recovery Path: Declined
Students with Disabilities	476.1	475.2	-0.9	479.5	131	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	7	-	-
Asian	-	-	-	-	13	-	-
Black or African American	485.4	480.6	-4.8	488.2	28	0	Recovery Path: Declined
Hispanic or Latino	481.2	480.0	-1.2	483.9	57	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	493.0	494.1	1.1	495.0	287	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	492.6	492.1	-0.5	496.2	107	1	Path Forward: No Change
Lowest Performing	-	-	-	-	20	-	-
High Needs	485.4	483.9	-1.5	489.2	63	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	487.0	484.4	-2.6	491.0	50	0	Path Forward: Declined
Students with Disabilities	483.0	474.1	-8.9	486.8	29	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.5	493.4	-4.1	501.2	82	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.5	393	3	Typical Growth - High
Lowest Performing	45.8	60	2	Typical Growth - Low
High Needs	49.7	217	2	Typical Growth - Low
English Learners and Former English Learners	52.1	60	3	Typical Growth - High
Low Income	52.0	151	3	Typical Growth - High
Students with Disabilities	44.0	123	2	Typical Growth - Low
American Indian or Alaska Native	-	7	-	-
Asian	-	13	-	-
Black or African American	56.7	24	3	Typical Growth - High
Hispanic or Latino	53.8	52	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	54.1	275	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.2	396	2	Typical Growth - Low
Lowest Performing	47.8	60	2	Typical Growth - Low
High Needs	45.3	219	2	Typical Growth - Low
English Learners and Former English Learners	47.7	62	2	Typical Growth - Low
Low Income	45.5	152	2	Typical Growth - Low
Students with Disabilities	43.8	122	2	Typical Growth - Low
American Indian or Alaska Native	-	7	-	-
Asian	-	13	-	-
Black or African American	50.2	25	3	Typical Growth - High
Hispanic or Latino	46.2	52	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	48.5	278	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	27.5	31.0	3.5	32.7	42	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	27.5	31.0	3.5	32.7	42	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	21.3	1.4	-19.9	19.8	444	4	Exceeded Target
Lowest Performing	16.7	0.0	-16.7	12.1	60	4	Exceeded Target
High Needs	28.7	1.9	-26.8	26.3	260	4	Exceeded Target
English Learners and Former English Learners	23.3	1.1	-22.2	19.8	87	4	Exceeded Target
Low Income	32.4	2.2	-30.2	29.2	186	4	Exceeded Target
Students with Disabilities	31.3	1.4	-29.9	27.7	138	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	7	-	-
Asian	-	-	-	-	13	-	-
Black or African American	9.3	0.0	-9.3	5.7	34	4	Exceeded Target
Hispanic or Latino	22.1	2.9	-19.2	17.9	68	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	21.7	1.3	-20.4	19.9	299	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	435	429	99	Yes	1	436	427	98	Yes	1	117	112	96	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	253	249	253	247	72	68	578	564	98	Yes	1
English Learners and Former English Learners	84	84	84	82	23	23	191	189	99	Yes	1
Low Income	178	176	178	175	56	55	412	406	99	Yes	1
Students with Disabilities	139	136	139	135	34	30	312	301	96	Yes	1
American Indian or Alaska Native	7	7	7	7	1	1	15	-	-	-	-
Asian	13	13	13	13	4	4	30	-	-	-	-
Black or African American	29	29	29	29	5	5	63	63	100	Yes	1
Hispanic or Latino	65	65	65	63	17	17	147	145	99	Yes	1
Multi-Race, Not Hispanic or Latino	22	22	22	21	3	3	47	46	98	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	298	292	299	293	87	82	684	667	98	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