Massachusetts School and District Profiles

Walsh Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Walsh Middle

Organization Information

DISTRICT NAME
Framingham (01000000)

TITLE I STATUS
Non-Title I School

SCHOOL
Walsh Middle (01000310)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
52% - Substantial progress toward targets	20

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	49%	55%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	52%
	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	0	4	-	4	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	4	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	20.0	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		3.9	9.6	-	5.2	7.6	-
Percentage of possible points		41%		-	68%		-
2026 Annual criterion-referenced target percentage		55%

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	4	4	-	2	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	5	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		4.6	9.6	-	3.8	7.6	-
Percentage of possible points		48%		-	50%		-
2025 Annual criterion-referenced target percentage		49%

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	34%	65%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	53%
	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	2	4	-
	Science achievement	4	4	-
	Achievement total	8	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		6.7	10.3	-
Percentage of possible points		65%		-
2026 Annual criterion-referenced target percentage		65%

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	3	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	3	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		3.5	10.3	-
Percentage of possible points		34%		-
2025 Annual criterion-referenced target percentage		34%

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	485.1	484.0	-1.1	488.1	696	0	Recovery Path: Declined
Lowest Performing	450.3	456.7	6.4	455.4	114	4	Path Forward: Exceeded Target
High Needs	470.3	471.7	1.4	472.7	431	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	465.1	467.8	2.7	469.2	271	2	Recovery Path: Improved Below Target
Low Income	469.3	470.7	1.4	472.6	328	2	Recovery Path: Improved Below Target
Students with Disabilities	463.1	461.7	-1.4	465.9	150	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	508.1	500.2	-7.9	511.2	30	0	Path Forward: Declined
Black or African American	481.8	484.3	2.5	485.5	37	2	Recovery Path: Improved Below Target
Hispanic or Latino	469.7	470.7	1.0	472.7	328	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	496.8	495.6	-1.2	500.1	39	0	Recovery Path: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.5	497.0	-1.5	501.1	262	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	488.7	488.6	-0.1	491.2	693	1	Recovery Path: No Change
Lowest Performing	464.2	467.1	2.9	468.9	114	2	Recovery Path: Improved Below Target
High Needs	478.1	478.6	0.5	480.7	430	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	475.4	476.3	0.9	477.9	271	2	Recovery Path: Improved Below Target
Low Income	476.9	477.3	0.4	479.0	328	2	Recovery Path: Improved Below Target
Students with Disabilities	472.0	471.8	-0.2	474.3	150	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	515.5	517.4	1.9	519.5	30	4	Path Forward: Exceeded Target
Black or African American	485.3	489.1	3.8	489.1	37	3	Recovery Path: Met Target
Hispanic or Latino	476.5	476.2	-0.3	480.1	326	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	499.3	501.5	2.2	501.8	39	3	Recovery Path: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.3	498.6	0.3	500.8	261	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	486.9	489.1	2.2	489.0	215	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	53	-	-
High Needs	474.1	479.1	5.0	476.3	138	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	468.2	473.3	5.1	470.9	78	4	Recovery Path: Exceeded Target
Low Income	473.8	477.8	4.0	477.8	104	3	Path Forward: Met Target
Students with Disabilities	470.7	467.9	-2.8	474.1	47	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	473.6	476.4	2.8	476.5	100	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.6	500.7	1.1	503.3	85	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.6	678	2	Typical Growth - Low
Lowest Performing	47.0	114	2	Typical Growth - Low
High Needs	45.4	415	2	Typical Growth - Low
English Learners and Former English Learners	46.6	257	2	Typical Growth - Low
Low Income	44.3	314	2	Typical Growth - Low
Students with Disabilities	42.8	143	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	46.2	30	2	Typical Growth - Low
Black or African American	53.7	36	3	Typical Growth - High
Hispanic or Latino	44.6	315	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	38.6	38	1	Low Growth
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.5	259	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.5	675	3	Typical Growth - High
Lowest Performing	51.5	114	3	Typical Growth - High
High Needs	51.2	413	3	Typical Growth - High
English Learners and Former English Learners	52.2	257	3	Typical Growth - High
Low Income	49.6	314	2	Typical Growth - Low
Students with Disabilities	51.0	141	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	65.1	30	4	Exceeded Typical Growth
Black or African American	58.0	36	3	Typical Growth - High
Hispanic or Latino	50.2	314	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	51.4	37	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.3	258	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	25.9	25.8	-0.1	31.1	128	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	25.9	25.8	-0.1	31.1	128	1	No Change
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	21.0	18.7	-2.3	19.5	738	4	Exceeded Target
Lowest Performing	29.1	35.1	6.0	24.5	114	0	Declined
High Needs	28.0	27.2	-0.8	25.6	463	2	Improved Below Target
English Learners and Former English Learners	29.4	26.5	-2.9	25.9	291	2	Improved Below Target
Low Income	32.3	30.7	-1.6	29.1	352	2	Improved Below Target
Students with Disabilities	30.3	28.6	-1.7	26.7	161	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	2.9	6.3	3.4	1.0	32	4	Exceeded Target
Black or African American	22.0	12.2	-9.8	18.4	41	4	Exceeded Target
Hispanic or Latino	28.9	26.4	-2.5	24.7	348	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	17.5	12.5	-5.0	16.0	40	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	13.8	12.3	-1.5	12.0	277	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	728	716	98	Yes	1	728	714	98	Yes	1	235	223	95	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	456	450	456	450	151	146	1,063	1,046	98	Yes	1
English Learners and Former English Learners	287	283	287	284	86	84	660	651	99	Yes	1
Low Income	346	342	345	342	111	109	802	793	99	Yes	1
Students with Disabilities	157	155	157	155	50	48	364	358	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	32	32	32	32	7	7	71	71	100	Yes	1
Black or African American	39	39	39	39	18	18	96	96	100	Yes	1
Hispanic or Latino	346	341	346	340	110	105	802	786	98	Yes	1
Multi-Race, Not Hispanic or Latino	39	39	39	39	8	8	86	86	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	272	265	272	264	92	85	636	614	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