Massachusetts School and District Profiles

Central Tree Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Central Tree Middle

Organization Information

DISTRICT NAME
Wachusett (07750000)

TITLE I STATUS
Non-Title I School

SCHOOL
Central Tree Middle (07750310)

GRADES SERVED
06,07,08

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
55% - Substantial progress toward targets	67

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	22%	77%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	55%
	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	-	2	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	67.5	6	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	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	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	1	4	10.0
Weighted total		8.3	10.3	-	5.5	7.6	-
Percentage of possible points		81%		-	72%		-
2026 Annual criterion-referenced target percentage		77%

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	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	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	0	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	2	4	10.0
Weighted total		1.1	10.3	-	2.5	7.6	-
Percentage of possible points		11%		-	33%		-
2025 Annual criterion-referenced target percentage		22%

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	37%	81%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	63%
	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	2	4	-
	Mathematics achievement	4	4	-
	Science achievement	4	4	-
	Achievement total	10	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	4	-
	Growth total	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		8.3	10.3	-
Percentage of possible points		81%		-
2026 Annual criterion-referenced target percentage		81%

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	2	4	-
	Science achievement	0	4	-
	Achievement total	4	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		3.8	10.3	-
Percentage of possible points		37%		-
2025 Annual criterion-referenced target percentage		37%

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	497.9	498.1	0.2	501.3	336	2	Recovery Path: Improved Below Target
Lowest Performing	475.2	477.9	2.7	480.7	54	2	Recovery Path: Improved Below Target
High Needs	485.8	486.6	0.8	488.6	110	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	491.0	496.5	5.5	493.1	53	4	Recovery Path: Exceeded Target
Students with Disabilities	472.8	475.2	2.4	475.7	62	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	501.0	505.7	4.7	503.7	24	4	Path Forward: Exceeded Target
Hispanic or Latino	491.6	491.7	0.1	493.5	27	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.9	497.8	-0.1	500.9	267	1	Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	502.3	505.1	2.8	503.7	335	4	Recovery Path: Exceeded Target
Lowest Performing	476.5	483.1	6.6	481.6	54	4	Path Forward: Exceeded Target
High Needs	489.1	493.3	4.2	491.7	109	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	494.3	501.7	7.4	496.5	52	4	Recovery Path: Exceeded Target
Students with Disabilities	478.1	483.6	5.5	481.4	62	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	495.9	508.6	12.7	498.9	24	4	Path Forward: Exceeded Target
Hispanic or Latino	492.3	498.9	6.6	495.1	27	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.3	505.3	2.0	505.4	266	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	495.4	504.4	9.0	497.9	109	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	32	-	-
High Needs	479.0	492.0	13.0	482.4	28	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.7	504.3	6.6	499.7	87	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.7	325	2	Typical Growth - Low
Lowest Performing	50.5	54	3	Typical Growth - High
High Needs	48.9	99	2	Typical Growth - Low
English Learners and Former English Learners	-	13	-	-
Low Income	49.8	47	2	Typical Growth - Low
Students with Disabilities	46.5	54	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	56.1	21	3	Typical Growth - High
Hispanic or Latino	41.3	26	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.3	260	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.3	322	3	Typical Growth - High
Lowest Performing	57.1	54	3	Typical Growth - High
High Needs	54.4	98	3	Typical Growth - High
English Learners and Former English Learners	-	13	-	-
Low Income	57.5	46	3	Typical Growth - High
Students with Disabilities	49.8	54	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	63.4	21	4	Exceeded Typical Growth
Hispanic or Latino	60.6	26	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.0	257	3	Typical Growth - High

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	19.3	15.7	-3.6	18.0	351	4	Exceeded Target
Lowest Performing	21.8	22.2	0.4	18.3	54	1	No Change
High Needs	27.2	17.4	-9.8	24.6	115	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	32.0	22.8	-9.2	28.3	57	4	Exceeded Target
Students with Disabilities	27.6	16.1	-11.5	24.3	62	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	4.5	0.0	-4.5	1.0	28	4	Exceeded Target
Hispanic or Latino	27.6	14.3	-13.3	23.9	28	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	20.6	17.7	-2.9	19.2	277	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	348	344	99	Yes	1	346	343	99	Yes	1	110	110	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	114	114	114	113	28	28	256	255	100	Yes	1
English Learners and Former English Learners	14	14	14	14	3	3	31	-	-	-	-
Low Income	56	56	56	55	14	14	126	125	99	Yes	1
Students with Disabilities	63	63	63	63	13	13	139	139	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	7	7	7	7	2	2	16	-	-	-	-
Black or African American	27	27	27	27	5	5	59	59	100	Yes	1
Hispanic or Latino	28	28	28	28	12	12	68	68	100	Yes	1
Multi-Race, Not Hispanic or Latino	11	11	11	11	3	3	25	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	275	271	273	270	88	88	636	629	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