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Cameron Middle School
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2025 Official Accountability Report - Cameron Middle School
Organization Information
DISTRICT NAME
Framingham (01000000)		TITLE I STATUS
Title I School
SCHOOL
Cameron Middle School (01000302)		GRADES SERVED
06,07,08
REGION
Coastal		FEDERAL DESIGNATION
Targeted Support and Improvement (TSI), Additional Targeted Support and Improvement (ATSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low student group performance: Low Income -Hispanic or Latino -English Learners and Former English Learners -High Needs
Progress toward improvement targetsAccountability percentile
45% - Moderate progress toward targets5

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage47%44%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		45%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-24-
Mathematics achievement04-44-
Science achievement04----
Achievement total11260.06867.5
GrowthEnglish language arts growth24-14-
Mathematics growth34-24-
Growth total5820.03822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total0410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total2.09.6-5.17.6-
Percentage of possible points 21%-67%-
2025 Annual criterion-referenced target percentage44%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-24-
Mathematics achievement04-44-
Science achievement24----
Achievement total21260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5820.04822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total4410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.69.6-5.07.6-
Percentage of possible points 27%-66%-
2024 Annual criterion-referenced target percentage47%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
4

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage28%48%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		40%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-
Mathematics achievement24-
Science achievement04-
Achievement total51267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total4.910.3-
Percentage of possible points 48%-
2025 Annual criterion-referenced target percentage48%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement14-
Science achievement24-
Achievement total31267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total2.910.3-
Percentage of possible points 28%-
2024 Annual criterion-referenced target percentage28%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 474.0 473.6 -0.4 476.6 5381Recovery Path: No Change
Lowest Performing 446.3 447.7 1.4 451.4 742Path Forward: Improved Below Target
High Needs 465.7 467.4 1.7 467.9 4373Recovery Path: Met Target
English Learners and Former English Learners 458.6 460.7 2.1 463.0 2872Recovery Path: Improved Below Target
Low Income 464.5 465.8 1.3 467.1 3502Recovery Path: Improved Below Target
Students with Disabilities 463.7 463.8 0.1 467.8 1362Path Forward: Improved Below Target
American Indian or Alaska Native-------
Asian---- 18--
Black or African American 470.8 474.9 4.1 474.1 464Path Forward: Exceeded Target
Hispanic or Latino 461.7 462.7 1.0 464.2 2292Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino 491.9 500.9 9.0 495.3 284Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander-------
White 482.7 479.4 -3.3 484.8 2170Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 480.7 478.7 -2.0 483.2 5370Recovery Path: Declined
Lowest Performing 453.0 458.3 5.3 456.7 744Recovery Path: Exceeded Target
High Needs 474.1 474.2 0.1 476.4 4362Recovery Path: Improved Below Target
English Learners and Former English Learners 470.2 470.6 0.4 473.4 2852Recovery Path: Improved Below Target
Low Income 473.7 473.1 -0.6 476.4 3500Recovery Path: Declined
Students with Disabilities 471.0 469.5 -1.5 474.7 1370Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 18--
Black or African American 477.3 475.3 -2.0 480.8 460Path Forward: Declined
Hispanic or Latino 472.6 471.7 -0.9 475.1 2280Recovery Path: Declined
Multi-Race, Not Hispanic or Latino 493.3 496.0 2.7 495.5 283Recovery Path: Met Target
Native Hawaiian or Other Pacific Islander-------
White 486.4 482.8 -3.6 488.3 2170Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 485.4 472.8 -12.6 489.7 1550Path Forward: Declined
Lowest Performing---- 33--
High Needs 475.2 467.7 -7.5 479.5 1240Path Forward: Declined
English Learners and Former English Learners 468.0 461.0 -7.0 470.3 720Recovery Path: Declined
Low Income 474.6 467.6 -7.0 478.7 1080Path Forward: Declined
Students with Disabilities 469.2 463.4 -5.8 473.2 380Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 11--
Hispanic or Latino 473.4 466.5 -6.9 477.3 660Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander-------
White 493.7 475.7 -18.0 498.6 620Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 44.1 4972Typical Growth - Low
Lowest Performing 38.4 741Low Growth
High Needs 44.5 3982Typical Growth - Low
English Learners and Former English Learners 43.6 2522Typical Growth - Low
Low Income 44.2 3182Typical Growth - Low
Students with Disabilities 41.2 1292Typical Growth - Low
American Indian or Alaska Native----
Asian- 18--
Black or African American 44.2 432Typical Growth - Low
Hispanic or Latino 42.6 1982Typical Growth - Low
Multi-Race, Not Hispanic or Latino 52.3 263Typical Growth - High
Native Hawaiian or Other Pacific Islander----
White 44.0 2122Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 50.6 5083Typical Growth - High
Lowest Performing 45.4 742Typical Growth - Low
High Needs 50.3 4093Typical Growth - High
English Learners and Former English Learners 49.7 2622Typical Growth - Low
Low Income 50.2 3273Typical Growth - High
Students with Disabilities 45.9 1322Typical Growth - Low
American Indian or Alaska Native----
Asian- 18--
Black or African American 52.9 443Typical Growth - High
Hispanic or Latino 48.6 2082Typical Growth - Low
Multi-Race, Not Hispanic or Latino 52.6 263Typical Growth - High
Native Hawaiian or Other Pacific Islander----
White 51.3 2123Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 31.7 20.3 -11.4 36.9 1820Declined
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 31.7 20.3 -11.4 36.9 1820Declined
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 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 36.5 31.3 -5.2 34.3 6104Exceeded Target
Lowest Performing 59.3 48.6 -10.7 54.4 744Exceeded Target
High Needs 43.7 36.6 -7.1 41.2 5064Exceeded Target
English Learners and Former English Learners 46.7 40.5 -6.2 43.4 3414Exceeded Target
Low Income 47.7 39.5 -8.2 45.0 4104Exceeded Target
Students with Disabilities 38.5 36.1 -2.4 34.2 1472Improved Below Target
American Indian or Alaska Native-------
Asian---- 21--
Black or African American 28.3 21.4 -6.9 24.7 564Exceeded Target
Hispanic or Latino 53.1 45.3 -7.8 49.3 2744Exceeded Target
Multi-Race, Not Hispanic or Latino 15.4 20.7 5.3 13.2 290Declined
Native Hawaiian or Other Pacific Islander-------
White 25.4 21.3 -4.1 22.5 2304Exceeded Target

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 573 573100Yes 1 572 572100Yes 1 169 16799Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 472 472 471 471 138 136 1,081 1,079100Yes1
English Learners and Former English Learners 318 318 316 316 83 82 717 716100Yes1
Low Income 382 382 382 382 121 119 885 883100Yes1
Students with Disabilities 140 140 140 140 39 39 319 319100Yes1
American Indian or Alaska Native-----------
Asian 21 21 21 21 6 6 48 48100Yes1
Black or African American 50 50 50 50 13 13 113 113100Yes1
Hispanic or Latino 255 255 255 255 76 75 586 585100Yes1
Multi-Race, Not Hispanic or Latino 28 28 28 28 11 11 67 67100Yes1
Native Hawaiian or Other Pacific Islander-----------
White 219 219 218 218 63 62 500 499100Yes1


About this report

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.


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