Massachusetts School and District Profiles

Athol-Royalston Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Athol-Royalston Middle School

Organization Information

DISTRICT NAME
Athol-Royalston (06150000)

TITLE I STATUS
Title I School

SCHOOL
Athol-Royalston Middle School (06150305)

GRADES SERVED
05,06,07,08

REGION
West/Central

FEDERAL DESIGNATION
Targeted Support and Improvement (TSI)

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Low student group performance: White -Students with Disabilities -High Needs

Low participation rate: White -Students with Disabilities -Low Income -Hispanic or Latino -High Needs -All Students

Progress toward improvement targets	Accountability percentile
44% - Moderate progress toward targets	4

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	18%	62%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	44%
	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	2	4	-	3	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	5	12	67.5	7	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	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	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		4.7	10.3	-	5.9	7.6	-
Percentage of possible points		46%		-	78%		-
2026 Annual criterion-referenced target percentage		62%

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	-	0	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	2	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	3	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		0.9	10.3	-	2.0	7.6	-
Percentage of possible points		9%		-	26%		-
2025 Annual criterion-referenced target percentage		18%

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	9%	52%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	35%
	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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	2	4	-
	Achievement total	6	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		5.4	10.3	-
Percentage of possible points		52%		-
2026 Annual criterion-referenced target percentage		52%

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	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		0.9	10.3	-
Percentage of possible points		9%		-
2025 Annual criterion-referenced target percentage		9%

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	478.9	480.0	1.1	481.5	360	2	Recovery Path: Improved Below Target
Lowest Performing	448.4	453.3	4.9	453.5	56	3	Path Forward: Met Target
High Needs	474.6	476.7	2.1	477.4	267	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	469.9	471.3	1.4	473.6	35	2	Path Forward: Improved Below Target
Low Income	476.2	478.5	2.3	479.4	228	2	Recovery Path: Improved Below Target
Students with Disabilities	460.3	463.5	3.2	463.2	109	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	478.7	479.6	0.9	481.8	67	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	478.6	479.7	1.1	481.0	265	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	479.6	479.9	0.3	482.0	358	2	Recovery Path: Improved Below Target
Lowest Performing	454.0	460.9	6.9	458.0	56	4	Recovery Path: Exceeded Target
High Needs	476.1	477.6	1.5	478.3	267	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	474.5	474.2	-0.3	478.0	33	1	Path Forward: No Change
Low Income	477.7	479.0	1.3	480.0	229	2	Recovery Path: Improved Below Target
Students with Disabilities	464.2	466.1	1.9	467.9	109	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	477.4	478.7	1.3	479.7	65	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	479.5	479.6	0.1	482.0	265	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	477.3	476.9	-0.4	481.6	186	1	Path Forward: No Change
Lowest Performing	-	-	-	-	19	-	-
High Needs	474.7	475.2	0.5	479.0	139	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	474.9	476.3	1.4	479.0	122	2	Path Forward: Improved Below Target
Students with Disabilities	468.6	466.3	-2.3	472.6	49	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	473.7	473.3	-0.4	477.6	35	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	478.1	477.4	-0.7	483.0	134	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.9	346	2	Typical Growth - Low
Lowest Performing	49.7	56	2	Typical Growth - Low
High Needs	46.1	255	2	Typical Growth - Low
English Learners and Former English Learners	48.3	32	2	Typical Growth - Low
Low Income	46.1	217	2	Typical Growth - Low
Students with Disabilities	44.9	102	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	7	-	-
Hispanic or Latino	47.8	63	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.9	257	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.4	343	2	Typical Growth - Low
Lowest Performing	44.1	56	2	Typical Growth - Low
High Needs	40.3	254	2	Typical Growth - Low
English Learners and Former English Learners	34.9	30	1	Low Growth
Low Income	39.6	217	1	Low Growth
Students with Disabilities	35.7	103	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	7	-	-
Hispanic or Latino	42.3	60	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.5	257	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	36.8	29.9	-6.9	34.6	442	4	Exceeded Target
Lowest Performing	43.9	39.3	-4.6	39.0	56	3	Met Target
High Needs	41.4	33.7	-7.7	38.9	332	4	Exceeded Target
English Learners and Former English Learners	32.7	29.3	-3.4	29.4	41	3	Met Target
Low Income	40.6	35.3	-5.3	37.9	286	4	Exceeded Target
Students with Disabilities	50.7	42.0	-8.7	46.4	138	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	40.6	29.4	-11.2	36.8	85	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	35.3	30.1	-5.2	32.4	316	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	417	381	93	No	2	416	380	93	No	2	211	194	92	No	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	312	287	310	288	154	146	776	721	94	No	2
English Learners and Former English Learners	40	38	39	37	20	19	99	94	95	Yes	1
Low Income	267	246	265	248	134	128	666	622	94	No	2
Students with Disabilities	132	114	131	115	56	51	319	280	90	No	2
American Indian or Alaska Native	2	2	2	2	1	1	5	-	-	-	-
Asian	1	1	1	1	1	1	3	-	-	-	-
Black or African American	10	10	10	10	3	3	23	-	-	-	-
Hispanic or Latino	82	76	82	75	40	40	204	191	94	No	1
Multi-Race, Not Hispanic or Latino	21	21	20	20	13	13	54	54	100	Yes	1
Native Hawaiian or Other Pacific Islander	0	0	0	0	0	0	0	-	-	-	-
White	301	271	301	272	153	136	755	679	93	No	2

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