Massachusetts School and District Profiles

Raymond J Grey Junior High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Raymond J Grey Junior High

Organization Information

DISTRICT NAME
Acton-Boxborough (06000000)

TITLE I STATUS
Title I School

SCHOOL
Raymond J Grey Junior High (06000405)

GRADES SERVED
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
89% - Meeting or exceeding targets	94

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	95%	86%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	89%
	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	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	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	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		9.1	9.6	-	5.8	7.6	-
Percentage of possible points		95%		-	76%		-
2026 Annual criterion-referenced target percentage		86%

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	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		9.3	9.6	-	7.0	7.6	-
Percentage of possible points		97%		-	92%		-
2025 Annual criterion-referenced target percentage		95%

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	62%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	59%
	Substantial 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	3	4	-
	Science achievement	3	4	-
	Achievement total	6	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		5.8	10.3	-
Percentage of possible points		56%		-
2026 Annual criterion-referenced target percentage		56%

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	2	4	-
	Mathematics achievement	3	4	-
	Science achievement	2	4	-
	Achievement total	7	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		6.4	10.3	-
Percentage of possible points		62%		-
2025 Annual criterion-referenced target percentage		62%

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	512.3	512.6	0.3	514.9	799	4	Recovery Path: Exceeded Target
Lowest Performing	484.9	487.4	2.5	490.0	96	3	Path Forward: Met Target
High Needs	492.6	490.6	-2.0	494.7	227	0	Recovery Path: Declined
English Learners and Former English Learners	487.9	482.2	-5.7	491.1	70	0	Recovery Path: Declined
Low Income	491.3	492.1	0.8	494.2	94	2	Recovery Path: Improved Below Target
Students with Disabilities	487.8	483.9	-3.9	490.2	140	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	522.4	521.5	-0.9	524.5	265	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	25	-	-
Hispanic or Latino	493.0	497.8	4.8	496.7	65	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	511.8	512.8	1.0	513.2	47	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.1	509.9	-0.2	512.9	397	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	519.2	518.1	-1.1	520.8	800	4	Recovery Path: Exceeded Target
Lowest Performing	489.3	492.7	3.4	493.0	96	3	Recovery Path: Met Target
High Needs	500.4	498.5	-1.9	502.9	228	3	Path Forward: Met Target
English Learners and Former English Learners	498.9	494.0	-4.9	501.4	71	0	Recovery Path: Declined
Low Income	496.7	495.6	-1.1	499.1	95	3	Path Forward: Met Target
Students with Disabilities	495.1	492.7	-2.4	498.3	139	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	533.0	532.2	-0.8	536.0	266	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	498.5	499.0	0.5	501.7	66	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	519.0	518.1	-0.9	520.5	47	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	514.8	512.9	-1.9	516.5	397	4	Recovery Path: 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	512.5	519.2	6.7	514.0	406	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	96	-	-
High Needs	496.5	498.2	1.7	500.0	111	3	Path Forward: Met Target
English Learners and Former English Learners	491.0	485.8	-5.2	495.2	36	0	Path Forward: Declined
Low Income	496.5	494.1	-2.4	500.9	40	3	Path Forward: Met Target
Students with Disabilities	491.7	494.6	2.9	495.9	74	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	521.2	525.8	4.6	523.4	143	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	492.0	500.5	8.5	496.6	40	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	516.4	519.7	3.3	518.6	24	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.1	518.6	7.5	512.6	189	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.8	768	3	Typical Growth - High
Lowest Performing	54.6	96	3	Typical Growth - High
High Needs	52.0	213	3	Typical Growth - High
English Learners and Former English Learners	53.5	64	3	Typical Growth - High
Low Income	51.1	88	3	Typical Growth - High
Students with Disabilities	49.2	131	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	55.6	251	3	Typical Growth - High
Black or African American	-	24	-	-
Hispanic or Latino	54.8	62	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	51.3	46	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.3	385	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	59.3	774	3	Typical Growth - High
Lowest Performing	56.4	96	3	Typical Growth - High
High Needs	59.3	218	3	Typical Growth - High
English Learners and Former English Learners	58.4	70	3	Typical Growth - High
Low Income	54.4	91	3	Typical Growth - High
Students with Disabilities	57.6	130	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	58.4	254	3	Typical Growth - High
Black or African American	-	23	-	-
Hispanic or Latino	55.4	65	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	62.9	46	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	60.0	386	4	Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	66.7	54.2	-12.5	71.9	24	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	66.7	54.2	-12.5	71.9	24	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	7.4	5.2	-2.2	6.3	825	4	Exceeded Target
Lowest Performing	9.1	5.2	-3.9	5.8	96	4	Exceeded Target
High Needs	16.1	12.3	-3.8	14.0	244	4	Exceeded Target
English Learners and Former English Learners	15.8	15.6	-0.2	12.8	77	2	Improved Below Target
Low Income	26.0	22.1	-3.9	21.7	104	3	Met Target
Students with Disabilities	17.6	8.9	-8.7	15.1	146	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	3.7	2.9	-0.8	1.6	272	4	Exceeded Target
Black or African American	-	-	-	-	26	-	-
Hispanic or Latino	17.4	10.0	-7.4	13.2	70	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	4.2	4.3	0.1	3.1	47	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.8	5.4	-2.4	6.6	410	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	814	808	99	Yes	1	815	809	99	Yes	1	414	411	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	237	233	238	234	117	114	592	581	98	Yes	1
English Learners and Former English Learners	75	74	75	75	38	38	188	187	99	Yes	1
Low Income	100	97	101	98	42	41	243	236	97	Yes	1
Students with Disabilities	144	141	144	140	78	75	366	356	97	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	271	270	271	271	145	145	687	686	100	Yes	1
Black or African American	25	25	25	24	11	10	61	59	97	Yes	1
Hispanic or Latino	67	67	68	68	41	41	176	176	100	Yes	1
Multi-Race, Not Hispanic or Latino	47	47	47	47	24	24	118	118	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	404	399	404	399	193	191	1,001	989	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