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Concord Middle

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Concord-Concord Middle - 2022 School Assistance Level - No data available
*Schools most similar to your school in terms of grades span,total enrollment,and special populations.
2022 Next Gen MCAS
2022 Enrollment% Meeting or Exceeding ExpectationsGrowth average SGP
Grades 3-8Grade 10Grades 5 and 8Grades 3-8Grade 10
School NameTotal Enrollment #Low Income %SWD %ELL %ELAMathELAMathScienceELAMathELAMath
Acton-Boxborough-Raymond J Grey Junior High* 82512.018.12.365%80%76%5169
Arlington-Ottoson Middle* 90614.118.21.575%73%77%6267
Concord-Concord Middle* 68812.117.30.964%58%74%5036
Groton-Dunstable-Groton Dunstable Regional Middle* 71510.517.20.660%56%68%5147
Holliston-Robert H. Adams Middle School* 67613.918.61.265%63%67%6361
Lynnfield-Lynnfield Middle School* 69312.017.62.258%61%65%4747
Medway-Medway Middle* 66316.118.41.152%48%60%4748
Milton-Charles S Pierce Middle* 92814.016.91.252%54%67%4347
Scituate-Gates Middle School* 59814.417.20.262%56%59%4837
Sharon-Sharon Middle* 87612.715.91.459%66%70%4749
Wilmington-Wilmington Middle School* 68316.418.40.338%48%53%4446
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The analysis tab provides snapshots of district and school achievement, allowing you to easily track select data elements over time, and make sound, meaningful comparisons to the state or to 'comparable' organizations. The data elements in each Analysis section are linked to a broader strategic framework defining the characteristics of effective educational organizations and cover a broad range of district and school interests including demographic, assessment, student support, educator, financial, and achievement gap data. This data, in combination with other data found on this website, may be utilized by district and school leaders in enacting each of the six district standards upon which district reviews, improvement planning, and other forms of accountability and assistance are based: Leadership & Governance, Curriculum & Instruction, Assessment, Human Resources & Professional Development, Student Support, and Financial & Asset Management.

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