Department of Elementary and Secondary Education Recognizes Concord Middle School for Returning to Pre-Pandemic MCAS Performance

From left, Concord Middle School Principal Justin Cameron, English Department Chair Jen Coty, 8th Grade Mathematics Teacher Reiko Funaki and Assistant Principal Olive Bradford presented on Concord Middle School’s MCAS success at the Department of Elementary and Secondary Education’s Celebrating Academic Success Conference in December. (Photo Courtesy Concord Public Schools)

CONCORD — The Massachusetts Department of Elementary and Secondary Education (DESE) has recognized Concord Middle School for reaching pre-pandemic levels in MCAS math and literacy during the 2024-25 school year, spotlighting the school’s academic recovery at a statewide conference in December.

The school was celebrated by DESE at its Celebrating Academic Success Conference, which highlighted districts and schools that have made notable progress as many across Massachusetts continue to work toward full academic recovery following the COVID-19 pandemic.

Concord Middle School met or exceeded its pre-pandemic performance in both math and English language arts across grades 6-8, despite ongoing challenges related to disrupted learning and increased student needs observed statewide since 2020.

In 2019, the last full year of MCAS testing before the pandemic, between roughly two-thirds and three-quarters of Concord Middle School students met or exceeded expectations in English language arts (ELA) and math across grades 6-8. In 2025, those results matched or exceeded pre-pandemic levels across all grades, with gains most pronounced in 7th- and 8th-grade ELA and continued growth in math.

Throughout the pandemic and recovery period, Concord Middle School students have continued to perform well above state averages, in some cases at rates approaching twice the statewide percentage of students meeting or exceeding expectations.

Principal Justin Cameron said the results show steady progress built over time and not just a return to how things were before the pandemic.

“This tells us what we have put in place is working,” said Principal Cameron. “We stayed focused on students, kept our expectations high and made sure support was built into the school day. That approach matters.”

A key part of the school’s work has been its advisory program, which pairs students with an adult who serves as an academic point person and a source of support. The school also uses a daily Multi-Tiered System of Supports (MTSS) enrichment and intervention block to provide targeted help in math and literacy without pulling students from core classes.

This school year, a FLEX block added another layer of support, allowing staff to respond to students’ needs as they emerge.

Teachers adjusted instruction to meet students where they were academically and closely monitored their readiness to learn. Flexible grouping, targeted support and consistent classroom routines were paired with strong relationships that helped students re-engage and build confidence.

Staff also relied on data to guide decisions. Academic progress was reviewed alongside attendance trends, with early intervention for students who were regularly missing school. Improving attendance helped strengthen learning continuity and supported gains in both subjects.

The District’s support played an important role in the school’s progress. Years before the pandemic, Concord Public Schools approved a master schedule that included a dedicated enrichment and intervention block. That structural support gave the school the flexibility and time needed to respond meaningfully to student needs and laid the groundwork for recovery long before the pandemic’s full impact was understood.

The achievement also came during a year of major transition. Midway through the 2024-25 school year, Concord Middle School moved into the new Ellen Garrison Building and unified two campuses that had operated separately for more than 55 years.

“Bringing two long-standing school cultures together while maintaining academic momentum — and reaching pre-pandemic performance levels in the process — is a testament to the resilience, adaptability and collective commitment of our teachers, faculty and staff,” said Principal Cameron.

“Concord Middle School’s progress highlights the value of long-term planning and daily support for students, particularly during a year that brought major transition,” said Superintendent Dr. Laurie Hunter. “We’re immensely proud of the administrators and educators for their efforts, and we commend our students who work hard each and every day.”

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Concord Middle School Assistant Principal Olive Bradford discusses the master schedule the school adopted that included a dedicated enrichment and intervention block. (Photo Courtesy Concord Public Schools)

Concord Middle School English Department Chair Jen Coty shares information about the school’s success in reaching pre-pandemic levels in MCAS math and literacy. (Photo Courtesy Concord Public Schools)