Massachusetts School and District Profiles

Luther Burbank Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Luther Burbank Middle School

Organization Information

DISTRICT NAME
Nashoba (07250000)

TITLE I STATUS
Title I School

SCHOOL
Luther Burbank Middle School (07250305)

GRADES SERVED
06,07,08

REGION
West/Central

FEDERAL DESIGNATION
-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	53%	78%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	68%
	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	3	4	-	3	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	4	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	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		9.3	10.3	-	5.0	7.6	-
Percentage of possible points		90%		-	66%		-
2026 Annual criterion-referenced target percentage		78%

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	3	4	-	2	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	67.5	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		5.7	10.3	-	3.8	7.6	-
Percentage of possible points		55%		-	50%		-
2025 Annual criterion-referenced target percentage		53%

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	30%	98%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	71%
	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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	4	4	-
	Achievement total	12	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		10.1	10.3	-
Percentage of possible points		98%		-
2026 Annual criterion-referenced target percentage		98%

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	0	4	-
	Science achievement	0	4	-
	Achievement total	2	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		3.1	10.3	-
Percentage of possible points		30%		-
2025 Annual criterion-referenced target percentage		30%

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	502.9	505.4	2.5	505.5	236	3	Recovery Path: Met Target
Lowest Performing	471.7	476.6	4.9	477.1	36	3	Recovery Path: Met Target
High Needs	486.1	490.1	4.0	488.8	94	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	488.6	488.0	-0.6	491.0	20	0	Path Forward: Declined
Low Income	492.8	497.7	4.9	495.7	56	4	Recovery Path: Exceeded Target
Students with Disabilities	476.3	479.1	2.8	478.9	48	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	495.0	491.4	-3.6	497.6	37	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.4	507.8	3.4	507.3	177	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	499.6	506.3	6.7	502.3	235	4	Recovery Path: Exceeded Target
Lowest Performing	476.3	479.8	3.5	481.3	36	2	Recovery Path: Improved Below Target
High Needs	485.3	493.8	8.5	487.6	94	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	488.8	488.3	-0.5	491.8	20	1	Path Forward: No Change
Low Income	489.5	498.3	8.8	491.6	56	4	Recovery Path: Exceeded Target
Students with Disabilities	478.2	485.7	7.5	480.4	48	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	489.5	494.8	5.3	492.4	37	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.7	508.8	7.1	504.3	176	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	498.5	503.0	4.5	502.1	85	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	22	-	-
High Needs	486.7	489.7	3.0	488.8	33	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	479.5	480.6	1.1	483.7	21	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.8	506.2	5.4	504.2	62	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	59.6	227	3	Typical Growth - High
Lowest Performing	59.1	36	3	Typical Growth - High
High Needs	57.6	85	3	Typical Growth - High
English Learners and Former English Learners	-	16	-	-
Low Income	56.5	53	3	Typical Growth - High
Students with Disabilities	54.1	42	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	2	-	-
Hispanic or Latino	57.9	35	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	59.6	173	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	63.7	226	4	Exceeded Typical Growth
Lowest Performing	60.8	36	4	Exceeded Typical Growth
High Needs	60.6	85	4	Exceeded Typical Growth
English Learners and Former English Learners	-	17	-	-
Low Income	59.2	52	3	Typical Growth - High
Students with Disabilities	60.0	42	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	2	-	-
Hispanic or Latino	62.7	36	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	63.7	171	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	-	-	-	-	-	-	-
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	7.1	8.3	1.2	6.0	242	3	Met Target
Lowest Performing	5.6	11.1	5.5	2.3	36	0	Declined
High Needs	14.0	9.5	-4.5	11.9	95	4	Exceeded Target
English Learners and Former English Learners	14.8	4.8	-10.0	11.8	21	4	Exceeded Target
Low Income	16.1	8.8	-7.3	11.8	57	4	Exceeded Target
Students with Disabilities	15.8	8.5	-7.3	13.3	47	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	11.9	7.9	-4.0	7.7	38	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	4.4	7.2	2.8	3.2	180	3	Met 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	239	238	100	Yes	1	238	238	100	Yes	1	87	87	100	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	95	94	95	95	34	34	224	223	100	Yes	1
English Learners and Former English Learners	21	20	21	21	5	5	47	46	98	Yes	1
Low Income	56	56	56	56	17	17	129	129	100	Yes	1
Students with Disabilities	48	47	48	48	21	21	117	116	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	9	8	9	9	1	1	19	-	-	-	-
Black or African American	2	2	2	2	0	0	4	-	-	-	-
Hispanic or Latino	38	38	38	38	15	15	91	91	100	Yes	1
Multi-Race, Not Hispanic or Latino	13	13	13	13	9	9	35	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	177	177	176	176	62	62	415	415	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