Massachusetts School and District Profiles

Quabbin Regional Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Quabbin Regional Middle School

Organization Information

DISTRICT NAME
Quabbin (07530000)

TITLE I STATUS
Title I School

SCHOOL
Quabbin Regional Middle School (07530405)

GRADES SERVED
06,07,08

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

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

Progress toward improvement targets	Accountability percentile
10% - Limited or no progress toward targets	12

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	16%	6%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	10%
	Limited or no 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	0	4	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	0	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	2	8	22.5	2	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		0.5	10.3	-	0.5	7.6	-
Percentage of possible points		5%		-	7%		-
2026 Annual criterion-referenced target percentage		6%

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	0	4	-	0	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	2	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	2	8	22.5	2	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		0.8	10.3	-	1.8	7.6	-
Percentage of possible points		8%		-	24%		-
2025 Annual criterion-referenced target percentage		16%

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%	5%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	14%
	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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	0	4	-
	Mathematics growth	1	4	-
	Growth total	1	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	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		0.5	10.3	-
Percentage of possible points		5%		-
2026 Annual criterion-referenced target percentage		5%

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	1	4	-
	Mathematics growth	1	4	-
	Growth total	2	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		2.9	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	488.4	482.6	-5.8	489.9	523	0	Recovery Path: Declined
Lowest Performing	456.2	454.5	-1.7	461.3	77	0	Path Forward: Declined
High Needs	477.2	471.4	-5.8	480.1	233	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	482.0	473.5	-8.5	484.4	179	0	Path Forward: Declined
Students with Disabilities	462.2	457.9	-4.3	465.5	101	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	488.2	486.4	-1.8	490.7	37	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	488.6	482.5	-6.1	490.5	448	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	487.6	486.5	-1.1	489.6	520	0	Recovery Path: Declined
Lowest Performing	465.7	464.9	-0.8	470.8	77	0	Path Forward: Declined
High Needs	479.7	478.5	-1.2	482.4	234	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	481.3	480.1	-1.2	484.1	179	0	Path Forward: Declined
Students with Disabilities	470.2	468.3	-1.9	473.6	103	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	487.8	494.8	7.0	490.4	37	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	487.9	486.1	-1.8	490.7	446	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	488.8	485.1	-3.7	490.5	171	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	43	-	-
High Needs	482.4	475.1	-7.3	486.2	80	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	484.9	477.4	-7.5	488.9	63	0	Path Forward: Declined
Students with Disabilities	469.3	463.8	-5.5	473.1	35	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.7	484.9	-3.8	492.4	144	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	31.2	495	1	Low Growth
Lowest Performing	31.8	76	1	Low Growth
High Needs	29.8	216	0	Very Low Growth
English Learners and Former English Learners	-	8	-	-
Low Income	29.0	164	0	Very Low Growth
Students with Disabilities	31.4	94	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	5	-	-
Black or African American	-	13	-	-
Hispanic or Latino	37.0	37	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	30.4	422	1	Low Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	36.1	490	1	Low Growth
Lowest Performing	37.6	76	1	Low Growth
High Needs	34.9	215	1	Low Growth
English Learners and Former English Learners	-	7	-	-
Low Income	34.4	162	1	Low Growth
Students with Disabilities	35.3	95	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	5	-	-
Black or African American	-	12	-	-
Hispanic or Latino	45.1	37	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	35.3	420	1	Low 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	20.4	21.0	0.6	18.9	562	0	Declined
Lowest Performing	15.9	20.5	4.6	11.3	78	0	Declined
High Needs	29.6	27.7	-1.9	27.2	260	3	Met Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	34.4	30.5	-3.9	31.2	203	4	Exceeded Target
Students with Disabilities	24.3	30.4	6.1	20.7	112	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	40.0	27.5	-12.5	35.8	40	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	18.1	20.7	2.6	16.3	479	0	Declined

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	538	530	99	Yes	1	533	526	99	Yes	1	185	173	96	Yes	2

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	242	238	241	238	89	82	572	558	98	Yes	1
English Learners and Former English Learners	10	10	10	9	4	3	24	-	-	-	-
Low Income	187	184	186	183	72	65	445	432	97	Yes	1
Students with Disabilities	105	103	105	105	37	36	247	244	99	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	5	5	5	5	2	2	12	-	-	-	-
Black or African American	15	15	15	15	7	7	37	-	-	-	-
Hispanic or Latino	38	38	38	38	13	13	89	89	100	Yes	1
Multi-Race, Not Hispanic or Latino	17	17	16	16	4	4	37	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	461	453	457	450	158	146	1,076	1,049	97	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