Massachusetts School and District Profiles

Millis Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Millis Middle

Organization Information

DISTRICT NAME
Millis (01870000)

TITLE I STATUS
Non-Title I School

SCHOOL
Millis Middle (01870020)

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
55% - Substantial progress toward targets	69

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	72%	45%
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	0	4	-	4	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	6	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	6	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	3	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	1	4	10.0
Weighted total		1.7	10.3	-	5.5	7.6	-
Percentage of possible points		17%		-	72%		-
2026 Annual criterion-referenced target percentage		45%

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	-	4	4	-
	Mathematics achievement	2	4	-	1	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		8.4	10.3	-	4.7	7.6	-
Percentage of possible points		82%		-	62%		-
2025 Annual criterion-referenced target percentage		72%

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	57%	15%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	32%
	Moderate 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	3	4	-
	Mathematics growth	2	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		1.5	10.3	-
Percentage of possible points		15%		-
2026 Annual criterion-referenced target percentage		15%

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	4	4	-
	Mathematics achievement	1	4	-
	Science achievement	2	4	-
	Achievement total	7	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.9	10.3	-
Percentage of possible points		57%		-
2025 Annual criterion-referenced target percentage		57%

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	503.1	501.9	-1.2	505.6	282	0	Recovery Path: Declined
Lowest Performing	477.1	483.2	6.1	481.2	43	4	Recovery Path: Exceeded Target
High Needs	488.1	485.4	-2.7	490.5	108	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	26	-	-
Low Income	493.3	485.4	-7.9	495.9	58	0	Recovery Path: Declined
Students with Disabilities	475.1	478.1	3.0	477.9	70	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	489.3	488.9	-0.4	491.2	38	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.4	503.4	-1.0	506.6	217	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	499.9	497.8	-2.1	502.7	281	0	Recovery Path: Declined
Lowest Performing	478.0	478.2	0.2	482.4	43	2	Recovery Path: Improved Below Target
High Needs	488.7	485.5	-3.2	491.3	108	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	26	-	-
Low Income	492.9	485.2	-7.7	495.8	58	0	Recovery Path: Declined
Students with Disabilities	476.4	479.1	2.7	478.6	70	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	486.3	485.4	-0.9	489.1	38	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.2	499.4	-1.8	503.8	216	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	497.5	495.6	-1.9	500.2	94	0	Path Forward: Declined
Lowest Performing	-	-	-	-	29	-	-
High Needs	484.9	483.3	-1.6	488.3	32	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	11	-	-
Students with Disabilities	-	-	-	-	22	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.6	496.7	-0.9	500.6	71	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.7	276	4	Exceeded Typical Growth
Lowest Performing	62.2	43	4	Exceeded Typical Growth
High Needs	56.2	103	3	Typical Growth - High
English Learners and Former English Learners	-	24	-	-
Low Income	56.3	55	3	Typical Growth - High
Students with Disabilities	51.3	68	3	Typical Growth - High
American Indian or Alaska Native	-	2	-	-
Asian	-	6	-	-
Black or African American	-	5	-	-
Hispanic or Latino	55.8	37	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	61.4	213	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.2	276	2	Typical Growth - Low
Lowest Performing	45.6	43	2	Typical Growth - Low
High Needs	42.1	104	2	Typical Growth - Low
English Learners and Former English Learners	-	25	-	-
Low Income	41.8	56	2	Typical Growth - Low
Students with Disabilities	40.8	68	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	6	-	-
Black or African American	-	5	-	-
Hispanic or Latino	50.4	37	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.8	213	2	Typical Growth - Low

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	8.5	7.6	-0.9	7.2	290	3	Met Target
Lowest Performing	11.4	11.6	0.2	7.9	43	1	No Change
High Needs	16.1	10.6	-5.5	13.5	113	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	26	-	-
Low Income	16.1	11.7	-4.4	12.4	60	4	Exceeded Target
Students with Disabilities	16.0	13.7	-2.3	12.7	73	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	8.7	10.3	1.6	5.0	39	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	8.6	7.2	-1.4	7.2	223	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	288	288	100	Yes	1	287	286	100	Yes	1	96	96	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	111	111	110	110	33	33	254	254	100	Yes	1
English Learners and Former English Learners	26	26	26	26	6	6	58	58	100	Yes	1
Low Income	60	60	59	59	12	12	131	131	100	Yes	1
Students with Disabilities	71	71	71	71	22	22	164	164	100	Yes	1
American Indian or Alaska Native	2	2	2	2	0	0	4	-	-	-	-
Asian	7	7	7	7	4	4	18	-	-	-	-
Black or African American	5	5	5	5	2	2	12	-	-	-	-
Hispanic or Latino	39	39	38	38	15	15	92	92	100	Yes	1
Multi-Race, Not Hispanic or Latino	13	13	13	13	3	3	29	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	222	222	222	221	72	72	516	515	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