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Dighton Middle School
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2025
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2025 Official Accountability Report - Dighton Middle School
Organization Information
DISTRICT NAME
Dighton-Rehoboth (06500000)		TITLE I STATUS
Title I School
REGION
Coastal		GRADES SERVED
05,06,07,08

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
62% - Substantial progress toward targets69

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage38%78%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		62%
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)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-44-
Mathematics achievement24-24-
Science achievement44----
Achievement total101267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total8.410.3-5.77.6-
Percentage of possible points 82%-75%-
2025 Annual criterion-referenced target percentage78%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-24-
Mathematics achievement14-24-
Science achievement04----
Achievement total11267.54867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total2.310.3-4.17.6-
Percentage of possible points 22%-54%-
2024 Annual criterion-referenced target percentage38%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
82

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage68%89%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		81%
Meeting or exceeding targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement34-
Science achievement44-
Achievement total111267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total9.210.3-
Percentage of possible points 89%-
2025 Annual criterion-referenced target percentage89%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement34-
Science achievement34-
Achievement total81267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total7.010.3-
Percentage of possible points 68%-
2024 Annual criterion-referenced target percentage68%

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 496.8 500.3 3.5 499.4 3464Recovery Path: Exceeded Target
Lowest Performing 471.3 478.8 7.5 477.4 634Recovery Path: Exceeded Target
High Needs 487.8 493.0 5.2 489.7 1384Recovery Path: Exceeded Target
English Learners and Former English Learners---- 5--
Low Income 492.4 496.4 4.0 495.8 804Recovery Path: Exceeded Target
Students with Disabilities 477.5 487.5 10.0 479.7 734Recovery Path: Exceeded Target
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 9--
Hispanic or Latino 491.6 493.8 2.2 493.5 223Path Forward: Met Target
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 497.4 500.9 3.5 500.7 2963Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 495.5 496.9 1.4 497.9 3452Recovery Path: Improved Below Target
Lowest Performing 476.3 479.3 3.0 482.4 632Recovery Path: Improved Below Target
High Needs 488.7 490.5 1.8 490.4 1383Recovery Path: Met Target
English Learners and Former English Learners---- 5--
Low Income 492.9 493.2 0.3 495.0 802Recovery Path: Improved Below Target
Students with Disabilities 481.6 484.0 2.4 484.9 732Path Forward: Improved Below Target
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 9--
Hispanic or Latino 495.4 492.7 -2.7 498.2 220Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 496.0 497.4 1.4 498.4 2952Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 498.5 502.5 4.0 501.2 1634Path Forward: Exceeded Target
Lowest Performing---- 20--
High Needs 492.6 496.9 4.3 496.0 604Path Forward: Exceeded Target
English Learners and Former English Learners---- 2--
Low Income 495.6 496.2 0.6 499.0 303Path Forward: Met Target
Students with Disabilities 484.5 494.2 9.7 489.0 394Path Forward: Exceeded Target
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 4--
Hispanic or Latino---- 8--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 499.4 503.2 3.8 502.4 1414Path Forward: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 55.8 3413Typical Growth - High
Lowest Performing 59.6 633Typical Growth - High
High Needs 58.2 1353Typical Growth - High
English Learners and Former English Learners- 5--
Low Income 56.8 783Typical Growth - High
Students with Disabilities 60.5 714Exceeded Typical Growth
American Indian or Alaska Native----
Asian- 5--
Black or African American- 9--
Hispanic or Latino 55.8 223Typical Growth - High
Multi-Race, Not Hispanic or Latino- 14--
Native Hawaiian or Other Pacific Islander----
White 56.1 2913Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 55.5 3403Typical Growth - High
Lowest Performing 58.0 633Typical Growth - High
High Needs 53.9 1353Typical Growth - High
English Learners and Former English Learners- 5--
Low Income 50.6 783Typical Growth - High
Students with Disabilities 53.6 713Typical Growth - High
American Indian or Alaska Native----
Asian- 5--
Black or African American- 9--
Hispanic or Latino 54.8 223Typical Growth - High
Multi-Race, Not Hispanic or Latino- 14--
Native Hawaiian or Other Pacific Islander----
White 55.9 2903Typical Growth - High

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 10.6 9.0 -1.6 9.3 3563Met Target
Lowest Performing 11.9 7.9 -4.0 8.4 633Met Target
High Needs 14.9 11.3 -3.6 12.3 1424Exceeded Target
English Learners and Former English Learners---- 5--
Low Income 17.8 13.4 -4.4 14.1 824Exceeded Target
Students with Disabilities 14.3 10.5 -3.8 11.0 763Met Target
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 9--
Hispanic or Latino 13.3 17.4 4.1 9.6 230Declined
Multi-Race, Not Hispanic or Latino---- 15--
Native Hawaiian or Other Pacific Islander-------
White 9.2 8.6 -0.6 7.8 3043Met Target

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 351 34999Yes 1 350 34899Yes 1 165 165100Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 142 141 142 141 62 62 346 34499Yes1
English Learners and Former English Learners 5 5 5 5 2 2 12----
Low Income 80 80 80 80 30 30 190 190100Yes1
Students with Disabilities 77 76 77 76 41 41 195 19399Yes1
American Indian or Alaska Native-----------
Asian 5 5 5 5 2 2 12----
Black or African American 9 9 9 9 4 4 22----
Hispanic or Latino 22 22 22 22 8 8 52 52100Yes1
Multi-Race, Not Hispanic or Latino 14 14 14 14 8 8 36----
Native Hawaiian or Other Pacific Islander-----------
White 301 299 300 298 143 143 744 74099Yes1


About this report

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.


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