Massachusetts School and District Profiles

Norton Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Norton Middle

Organization Information

DISTRICT NAME
Norton (02180000)

TITLE I STATUS
Non-Title I School

SCHOOL
Norton Middle (02180305)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Students with Disabilities -Low Income -High Needs -All Students

Progress toward improvement targets	Accountability percentile
36% - Moderate progress toward targets	43

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	22%	45%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	36%
	Moderate 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	1	4	-	2	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	67.5	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	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	3	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	2	4	10.0
Weighted total		4.1	10.3	-	3.8	7.6	-
Percentage of possible points		40%		-	50%		-
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	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	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	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	3	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	2	4	10.0
Weighted total		1.2	10.3	-	2.5	7.6	-
Percentage of possible points		12%		-	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	13%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	28%
	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	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	4	-
	Achievement total	4	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		4.0	10.3	-
Percentage of possible points		39%		-
2026 Annual criterion-referenced target percentage		39%

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	0	4	-
	Achievement total	0	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.3	10.3	-
Percentage of possible points		13%		-
2025 Annual criterion-referenced target percentage		13%

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	494.0	493.6	-0.4	496.8	504	1	Recovery Path: No Change
Lowest Performing	464.7	467.2	2.5	469.8	73	2	Path Forward: Improved Below Target
High Needs	480.7	481.9	1.2	483.5	207	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	22	-	-
Low Income	483.3	484.7	1.4	486.7	139	2	Recovery Path: Improved Below Target
Students with Disabilities	471.9	470.4	-1.5	474.5	105	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	487.8	485.8	-2.0	491.1	27	0	Path Forward: Declined
Hispanic or Latino	480.1	487.2	7.1	482.6	29	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.6	494.9	-0.7	498.5	420	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	492.7	492.6	-0.1	494.7	506	1	Recovery Path: No Change
Lowest Performing	469.1	469.4	0.3	473.6	73	2	Recovery Path: Improved Below Target
High Needs	483.8	482.0	-1.8	486.0	207	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	22	-	-
Low Income	485.8	483.8	-2.0	487.8	140	0	Recovery Path: Declined
Students with Disabilities	478.0	474.2	-3.8	481.4	103	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	486.3	483.2	-3.1	489.6	28	0	Path Forward: Declined
Hispanic or Latino	483.3	485.7	2.4	485.9	29	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.7	493.7	0.0	495.9	422	1	Recovery Path: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	491.0	493.5	2.5	494.6	178	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	31	-	-
High Needs	482.0	482.6	0.6	485.8	73	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	482.6	484.2	1.6	486.6	45	2	Path Forward: Improved Below Target
Students with Disabilities	480.9	474.1	-6.8	484.7	41	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.0	493.5	0.5	496.7	152	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.2	496	3	Typical Growth - High
Lowest Performing	47.8	73	2	Typical Growth - Low
High Needs	50.8	200	3	Typical Growth - High
English Learners and Former English Learners	-	21	-	-
Low Income	52.2	136	3	Typical Growth - High
Students with Disabilities	43.2	100	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	8	-	-
Black or African American	52.2	26	3	Typical Growth - High
Hispanic or Latino	59.7	29	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.9	413	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.1	498	2	Typical Growth - Low
Lowest Performing	46.3	73	2	Typical Growth - Low
High Needs	42.6	200	2	Typical Growth - Low
English Learners and Former English Learners	-	22	-	-
Low Income	44.5	135	2	Typical Growth - Low
Students with Disabilities	37.9	99	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	8	-	-
Black or African American	40.4	28	2	Typical Growth - Low
Hispanic or Latino	54.7	29	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.4	414	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	15.8	14.6	-1.2	14.3	533	3	Met Target
Lowest Performing	23.8	23.3	-0.5	19.2	73	2	Improved Below Target
High Needs	24.3	24.0	-0.3	21.9	229	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	22	-	-
Low Income	27.7	29.4	1.7	24.5	153	0	Declined
Students with Disabilities	22.5	20.8	-1.7	18.9	120	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	20.0	12.9	-7.1	16.4	31	4	Exceeded Target
Hispanic or Latino	24.2	22.6	-1.6	20.0	31	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	14.6	14.2	-0.4	12.8	443	2	Improved Below 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	532	514	97	Yes	1	532	516	97	Yes	1	194	183	94	No	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	227	212	227	212	87	76	541	500	92	No	1
English Learners and Former English Learners	26	26	26	26	11	11	63	63	100	Yes	1
Low Income	151	143	152	144	51	47	354	334	94	No	1
Students with Disabilities	117	106	117	104	52	42	286	252	89	No	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	10	10	10	10	5	5	25	-	-	-	-
Black or African American	31	30	31	31	11	11	73	72	99	Yes	1
Hispanic or Latino	31	31	31	31	10	10	72	72	100	Yes	1
Multi-Race, Not Hispanic or Latino	21	21	21	20	4	4	46	45	98	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	438	421	438	423	164	153	1,040	997	96	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