Massachusetts School and District Profiles

Wilmington Middle School

Districts
Schools

2025

2025 Official Accountability Report - Wilmington Middle School

Organization Information

DISTRICT NAME
Wilmington (03420000)

TITLE I STATUS
Non-Title I School

SCHOOL
Wilmington Middle School (03420330)

GRADES SERVED
PK,K,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
56% - Substantial progress toward targets	64

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	76%	42%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	56%
	Substantial 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)
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	-	1	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	5	12	67.5	3	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		4.6	10.3	-	2.9	7.6	-
Percentage of possible points		45%		-	38%		-
2025 Annual criterion-referenced target percentage		42%

2024 Points awarded

2024 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	3	4	-	4	4	-
	Mathematics achievement	3	4	-	3	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	8	12	67.5	7	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	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		7.2	10.3	-	6.3	7.6	-
Percentage of possible points		70%		-	83%		-
2024 Annual criterion-referenced target percentage		76%

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

	2024	2025
Annual criterion-referenced target percentage	79%	26%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	47%
	Moderate progress toward targets

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	0	4	-
	Science achievement	0	4	-
	Achievement total	2	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		2.7	10.3	-
Percentage of possible points		26%		-
2025 Annual criterion-referenced target percentage		26%

2024 Points awarded

2024 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	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		8.1	10.3	-
Percentage of possible points		79%		-
2024 Annual criterion-referenced target percentage		79%

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	498.0	497.9	-0.1	500.9	656	1	Recovery Path: No Change
Lowest Performing	468.9	471.6	2.7	474.0	107	2	Path Forward: Improved Below Target
High Needs	481.2	481.8	0.6	483.7	190	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	484.9	485.5	0.6	488.1	95	2	Recovery Path: Improved Below Target
Students with Disabilities	474.3	472.5	-1.8	476.8	117	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	509.0	511.2	2.2	512.2	47	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	489.1	493.7	4.6	492.3	34	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	505.8	506.8	1.0	507.8	23	3	Path Forward: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.4	496.7	-0.7	500.5	544	0	Recovery 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	502.2	502.0	-0.2	505.0	666	1	Recovery Path: No Change
Lowest Performing	478.6	478.3	-0.3	483.7	107	1	Path Forward: No Change
High Needs	488.3	486.6	-1.7	490.4	194	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	492.1	489.3	-2.8	494.3	96	0	Recovery Path: Declined
Students with Disabilities	481.7	478.2	-3.5	485.0	121	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	517.6	519.1	1.5	520.9	47	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	490.8	491.1	0.3	493.9	35	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	506.7	512.8	6.1	508.8	25	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.5	500.8	-0.7	504.3	551	0	Recovery 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	500.4	502.6	2.2	503.1	196	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	39	-	-
High Needs	489.8	484.5	-5.3	493.2	55	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	490.2	486.2	-4.0	493.6	34	0	Path Forward: Declined
Students with Disabilities	487.8	476.0	-11.8	492.3	33	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.6	501.9	1.3	502.3	160	3	Recovery Path: Met Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	47.2	640	2	Typical Growth - Low
Lowest Performing	43.1	105	2	Typical Growth - Low
High Needs	43.8	181	2	Typical Growth - Low
English Learners and Former English Learners	-	19	-	-
Low Income	44.9	87	2	Typical Growth - Low
Students with Disabilities	40.2	116	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	56.8	47	3	Typical Growth - High
Black or African American	-	8	-	-
Hispanic or Latino	51.9	34	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	52.9	23	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.7	528	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	47.6	651	2	Typical Growth - Low
Lowest Performing	48.6	105	2	Typical Growth - Low
High Needs	46.9	186	2	Typical Growth - Low
English Learners and Former English Learners	-	19	-	-
Low Income	46.5	89	2	Typical Growth - Low
Students with Disabilities	43.7	120	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	55.1	47	3	Typical Growth - High
Black or African American	-	8	-	-
Hispanic or Latino	48.5	35	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	60.6	25	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.2	536	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2024 Rate (%)	2025 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	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	9.3	7.6	-1.7	8.0	697	3	Met Target
Lowest Performing	12.3	13.1	0.8	8.8	107	0	Declined
High Needs	18.1	14.9	-3.2	15.5	208	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	29	-	-
Low Income	23.9	17.9	-6.0	20.2	112	4	Exceeded Target
Students with Disabilities	15.5	16.0	0.5	12.2	119	1	No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	2.1	0.0	-2.1	1.0	49	4	Exceeded Target
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	22.2	14.6	-7.6	18.5	41	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	12.0	3.7	-8.3	10.7	27	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.0	7.6	-1.4	7.6	566	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	683	670	98	Yes	1	687	680	99	Yes	1	204	200	98	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	205	201	208	205	61	58	474	464	98	Yes	1
English Learners and Former English Learners	26	26	26	26	3	3	55	55	100	Yes	1
Low Income	106	105	108	106	38	37	252	248	98	Yes	1
Students with Disabilities	122	119	124	123	37	34	283	276	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	48	48	48	48	15	15	111	111	100	Yes	1
Black or African American	12	12	12	12	4	4	28	-	-	-	-
Hispanic or Latino	37	37	38	38	11	11	86	86	100	Yes	1
Multi-Race, Not Hispanic or Latino	26	25	27	27	8	8	61	60	98	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	560	548	562	555	166	162	1,288	1,265	98	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