Massachusetts School and District Profiles

Dover-Sherborn

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Dover-Sherborn

Organization Information

DISTRICT NAME
Dover-Sherborn (06550000)

TITLE I STATUS
Title I District

REGION
Coastal

GRADES SERVED
06,07,08,09,10,11,12

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
87% - Meeting or exceeding targets	-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR
SCHOOLS IN THIS DISTRICT

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	89%	85%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	87%
	Meeting or exceeding targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	3	4	-	4	4	-	3	4	-
	Mathematics achievement	4	4	-	3	4	-	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-	4	4	-	-	-	-
	Achievement total	12	12	67.5	6	8	67.5	12	12	47.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-	4	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-	4	4	-	4	4	-
	Growth total	6	8	22.5	6	8	22.5	8	8	22.5	8	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	4	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	4	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	4	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	12	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-	4	4	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0	4	8	10.0	0	4	10.0
Weighted total		9.8	10.3	-	5.4	7.6	-	10.3	10.7	-	5.9	7.6	-
Percentage of possible points		95%		-	71%		-	96%		-	78%		-
Percentage of possible points by gradespan		83% Weight of non-high school results:43%						87% Weight of high school results:57%
2026 Annual criterion-referenced target percentage		85%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	3	4	-	4	4	-	4	4	-
	Mathematics achievement	4	4	-	3	4	-	4	4	-	3	4	-
	Science achievement	3	4	-	-	-	-	4	4	-	-	-	-
	Achievement total	11	12	67.5	6	8	67.5	12	12	47.5	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-	4	4	-	4	4	-
	Mathematics growth	3	4	-	2	4	-	4	4	-	4	4	-
	Growth total	6	8	22.5	5	8	22.5	8	8	22.5	8	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	4	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	4	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	4	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	12	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-	4	4	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0	8	8	10.0	4	4	10.0
Weighted total		9.2	10.3	-	5.6	7.6	-	10.7	10.7	-	6.9	7.6	-
Percentage of possible points		89%		-	74%		-	100%		-	91%		-
Percentage of possible points by gradespan		82% Weight of non-high school results:44%						95% Weight of high school results:56%
2025 Annual criterion-referenced target percentage		89%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	54%	68%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	62%
	Substantial progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-	3	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	0	4	-	3	4	-
	Achievement total	7	12	67.5	9	12	47.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	22.5	8	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	0	4	-
	Extended engagement rate	-	-	-	4	4	-
	Annual dropout rate	-	-	-	4	4	-
	High school completion total	-	-	-	8	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	2	4	-
	Additional indicators total	0	4	10.0	2	8	10.0
Weighted total		6.1	10.3	-	7.9	10.7	-
Percentage of possible points		59%		-	74%		-
Percentage of possible points by gradespan		59% Weight of non-high school results:43%			74% Weight of high school results:57%
2026 Annual criterion-referenced target percentage		68%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	3	4	-
	Mathematics achievement	0	4	-	3	4	-
	Science achievement	0	4	-	3	4	-
	Achievement total	0	12	67.5	9	12	47.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	2	4	-	4	4	-
	Growth total	5	8	22.5	8	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	4	4	-
	Extended engagement rate	-	-	-	4	4	-
	Annual dropout rate	-	-	-	4	4	-
	High school completion total	-	-	-	12	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	2	4	-
	Additional indicators total	4	4	10.0	5	8	10.0
Weighted total		1.5	10.3	-	9.0	10.7	-
Percentage of possible points		15%		-	84%		-
Percentage of possible points by gradespan		15% Weight of non-high school results:44%			84% Weight of high school results:56%
2025 Annual criterion-referenced target percentage		54%

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	509.1	510.7	1.6	512.1	442	4	Recovery Path: Exceeded Target
Lowest Performing	481.8	487.3	5.5	488.8	68	3	Recovery Path: Met Target
High Needs	491.6	490.9	-0.7	492.9	103	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	490.5	488.2	-2.3	491.5	26	0	Path Forward: Declined
Students with Disabilities	487.3	488.0	0.7	489.9	79	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	519.7	521.9	2.2	522.1	48	4	Path Forward: Exceeded Target
Black or African American	491.7	485.7	-6.0	494.1	23	0	Path Forward: Declined
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	512.3	511.5	-0.8	514.2	32	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.0	511.0	3.0	510.4	319	4	Recovery Path: Exceeded Target

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	521.7	522.1	0.4	524.3	137	4	Recovery Path: Exceeded Target
Lowest Performing	510.4	500.4	-10.0	515.5	32	3	Path Forward: Met Target
High Needs	508.0	507.6	-0.4	511.3	33	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	-	-	-	-	22	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	520.4	520.8	0.4	523.1	98	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	512.3	514.0	1.7	514.8	447	4	Recovery Path: Exceeded Target
Lowest Performing	486.4	489.4	3.0	489.6	68	3	Recovery Path: Met Target
High Needs	493.8	496.3	2.5	495.3	102	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	488.6	495.6	7.0	490.5	26	4	Path Forward: Exceeded Target
Students with Disabilities	488.5	493.8	5.3	490.2	78	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	532.1	531.2	-0.9	535.0	52	4	Path Forward: Exceeded Target
Black or African American	487.6	491.4	3.8	489.9	23	4	Path Forward: Exceeded Target
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	512.7	518.3	5.6	514.6	31	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.6	513.0	2.4	512.3	321	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	524.9	524.7	-0.2	527.4	137	4	Path Forward: Exceeded Target
Lowest Performing	505.8	500.2	-5.6	510.9	32	3	Path Forward: Met Target
High Needs	505.6	506.7	1.1	509.4	33	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	-	-	-	-	22	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	522.0	522.3	0.3	524.6	98	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	509.1	509.0	-0.1	511.8	132	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	28	-	-
High Needs	494.9	492.7	-2.2	497.9	29	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	9	-	-
Students with Disabilities	492.7	490.7	-2.0	496.1	20	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.2	508.5	1.3	509.1	100	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	520.2	520.3	0.1	523.0	136	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	32	-	-
High Needs	503.4	505.8	2.4	505.8	33	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	-	-	-	-	23	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	16	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	516.8	518.3	1.5	519.5	98	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.2	427	3	Typical Growth - High
Lowest Performing	58.4	67	3	Typical Growth - High
High Needs	52.3	95	3	Typical Growth - High
English Learners and Former English Learners	-	12	-	-
Low Income	52.8	25	3	Typical Growth - High
Students with Disabilities	48.5	71	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	58.9	48	3	Typical Growth - High
Black or African American	48.3	23	2	Typical Growth - Low
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	41.7	30	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.1	308	3	Typical Growth - High

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	62.3	128	4	Exceeded Typical Growth
Lowest Performing	67.2	32	4	Exceeded Typical Growth
High Needs	62.8	27	4	Exceeded Typical Growth
English Learners and Former English Learners	-	1	-	-
Low Income	-	13	-	-
Students with Disabilities	-	18	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	15	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	61.6	93	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.0	432	3	Typical Growth - High
Lowest Performing	54.1	67	3	Typical Growth - High
High Needs	58.7	95	3	Typical Growth - High
English Learners and Former English Learners	-	12	-	-
Low Income	64.0	25	4	Exceeded Typical Growth
Students with Disabilities	55.9	71	3	Typical Growth - High
American Indian or Alaska Native	-	0	-	-
Asian	58.5	52	3	Typical Growth - High
Black or African American	62.3	23	4	Exceeded Typical Growth
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	59.2	29	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.1	310	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	69.2	130	4	Exceeded Typical Growth
Lowest Performing	69.5	32	4	Exceeded Typical Growth
High Needs	68.4	29	4	Exceeded Typical Growth
English Learners and Former English Learners	-	3	-	-
Low Income	-	13	-	-
Students with Disabilities	-	18	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	17	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	71.3	93	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.4	98.1	-1.3	95.0	157	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.8	93.3	-4.5	95.0	45	0	Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	12	-	-
Students with Disabilities	-	-	-	-	38	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	20	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	100.0	98.2	-1.8	95.0	113	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	100.0	99.4	-0.6	95.0	175	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	100.0	97.8	-2.2	95.0	46	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	36	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	18	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	100.0	100.0	0.0	95.0	134	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.0	0.0	0.0	1.0	610	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.0	0.0	0.0	1.0	117	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	36	-	-
Students with Disabilities	-	-	-	-	82	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	91	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	-	-	-	-	42	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	42	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.0	0.0	0.0	1.0	418	4	Exceeded Target

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	-	-	-	-	-	-	-

Progress toward attaining English language proficiency - 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	5.4	6.3	0.9	4.4	464	3	Met Target
Lowest Performing	5.6	10.3	4.7	3.5	68	0	Declined
High Needs	4.6	13.6	9.0	2.8	110	0	Declined
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	8.8	28.6	19.8	6.4	28	0	Declined
Students with Disabilities	5.3	8.4	3.1	2.9	83	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	3.2	0.0	-3.2	1.1	54	4	Exceeded Target
Black or African American	0.0	20.8	20.8	1.0	24	0	Declined
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	6.1	12.5	6.4	5.1	32	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.4	5.8	-0.6	5.2	330	3	Met Target

Chronic absenteeism - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	5.1	15.6	10.5	3.5	629	0	Declined
Lowest Performing	3.1	12.5	9.4	1.0	32	0	Declined
High Needs	9.5	20.5	11.0	6.6	122	0	Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	-	-	-	-	56	-	-
Students with Disabilities	-	-	-	-	69	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	101	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	43	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	47	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	4.9	16.1	11.2	3.1	422	0	Declined

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	93.4	95.9	2.5	95.0	315	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	77.5	82.1	4.6	83.2	56	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	-	-	-	-	28	-	-
Students with Disabilities	-	-	-	-	29	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	54	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	22	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	25	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	94.6	96.1	1.5	95.0	204	4	Exceeded 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	598	582	97	Yes	1	600	587	98	Yes	1	279	272	97	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	143	139	144	138	67	65	354	342	97	Yes	1
English Learners and Former English Learners	18	18	18	18	8	8	44	-	-	-	-
Low Income	40	40	40	40	23	23	103	103	100	Yes	1
Students with Disabilities	105	101	106	100	45	43	256	244	95	Yes	1
American Indian or Alaska Native	1	0	1	0	1	0	3	-	-	-	-
Asian	72	68	72	72	32	32	176	172	98	Yes	1
Black or African American	25	25	25	25	9	9	59	59	100	Yes	1
Hispanic or Latino	35	34	35	34	17	17	87	85	98	Yes	1
Multi-Race, Not Hispanic or Latino	38	38	38	37	15	15	91	90	99	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	427	417	429	419	205	199	1,061	1,035	98	Yes	1

School Accountability Information
School	Accountability information	School accountability percentile
Dover-Sherborn Regional High	Not requiring assistance or intervention	99
Dover-Sherborn Regional Middle School	Not requiring assistance or intervention	94

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