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Dover
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2025 Official Accountability Report - Dover
Organization Information
DISTRICT NAME
Dover (00780000)		TITLE I STATUS
Title I District
REGION
Coastal		GRADES SERVED
PK,K,01,02,03,04,05

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting or exceeding targets
Progress toward improvement targetsAccountability percentile
78% - Meeting or exceeding targets-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage72%81%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		78%
Meeting or exceeding 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 achievement34-34-
Mathematics achievement44-34-
Science achievement44----
Achievement total111267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-34-
Growth total5822.56822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total8.910.3-5.87.6-
Percentage of possible points 86%-76%-
2025 Annual criterion-referenced target percentage81%

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 achievement34-24-
Mathematics achievement44-34-
Science achievement44----
Achievement total111267.55867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 total8.610.3-4.67.6-
Percentage of possible points 84%-61%-
2024 Annual criterion-referenced target percentage72%

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage72%77%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		75%
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 achievement34-
Mathematics achievement34-
Science achievement44-
Achievement total101267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total7.910.3-
Percentage of possible points 77%-
2025 Annual criterion-referenced target percentage77%

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 achievement44-
Achievement total91267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total7.410.3-
Percentage of possible points 72%-
2024 Annual criterion-referenced target percentage72%

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 505.8 508.5 2.7 508.6 2593Recovery Path: Met Target
Lowest Performing 484.6 490.7 6.1 490.5 393Recovery Path: Met Target
High Needs 493.5 496.1 2.6 496.5 793Recovery Path: Met Target
English Learners and Former English Learners---- 17--
Low Income---- 17--
Students with Disabilities 491.0 493.8 2.8 494.4 573Recovery Path: Met Target
American Indian or Alaska Native-------
Asian 515.3 514.3 -1.0 518.5 404Recovery Path: Exceeded Target
Black or African American---- 7--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 504.7 508.7 4.0 507.3 1774Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 512.2 512.6 0.4 514.1 2604Recovery Path: Exceeded Target
Lowest Performing 490.5 491.1 0.6 494.8 393Recovery Path: Met Target
High Needs 501.4 499.3 -2.1 503.9 793Path Forward: Met Target
English Learners and Former English Learners---- 17--
Low Income---- 17--
Students with Disabilities 497.1 494.5 -2.6 500.3 573Path Forward: Met Target
American Indian or Alaska Native-------
Asian 527.7 528.9 1.2 530.7 404Path Forward: Exceeded Target
Black or African American---- 7--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 510.2 510.7 0.5 512.0 1784Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 509.8 513.6 3.8 512.0 994Recovery Path: Exceeded Target
Lowest Performing---- 30--
High Needs 494.5 499.2 4.7 498.0 384Path Forward: Exceeded Target
English Learners and Former English Learners---- 7--
Low Income---- 8--
Students with Disabilities---- 29--
American Indian or Alaska Native-------
Asian---- 16--
Black or African American---- 2--
Hispanic or Latino---- 8--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 508.6 511.7 3.1 510.2 664Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 53.6 1603Typical Growth - High
Lowest Performing 55.6 393Typical Growth - High
High Needs 54.2 543Typical Growth - High
English Learners and Former English Learners- 10--
Low Income- 10--
Students with Disabilities 53.6 413Typical Growth - High
American Indian or Alaska Native----
Asian 59.3 233Typical Growth - High
Black or African American- 3--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 53.3 1173Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 47.8 1602Typical Growth - Low
Lowest Performing 51.6 393Typical Growth - High
High Needs 43.4 542Typical Growth - Low
English Learners and Former English Learners- 10--
Low Income- 10--
Students with Disabilities 41.4 412Typical Growth - Low
American Indian or Alaska Native----
Asian 57.1 233Typical Growth - High
Black or African American- 3--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 47.6 1172Typical 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 6.7 6.3 -0.4 5.6 4133Met Target
Lowest Performing 7.7 5.1 -2.6 4.4 394Exceeded Target
High Needs 6.7 8.3 1.6 4.6 1090Declined
English Learners and Former English Learners---- 18--
Low Income---- 24--
Students with Disabilities 6.8 7.4 0.6 4.3 810Declined
American Indian or Alaska Native-------
Asian 5.7 5.4 -0.3 3.6 563Met Target
Black or African American---- 9--
Hispanic or Latino---- 27--
Multi-Race, Not Hispanic or Latino---- 27--
Native Hawaiian or Other Pacific Islander-------
White 7.2 5.1 -2.1 6.0 2944Exceeded 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 261 25999Yes 1 261 260100Yes 1 100 9999Yes 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 80 79 80 79 39 38 199 19698Yes1
English Learners and Former English Learners 17 17 17 17 7 7 41----
Low Income 17 17 17 17 8 8 42----
Students with Disabilities 58 57 58 57 30 29 146 14398Yes1
American Indian or Alaska Native-----------
Asian 40 40 40 40 16 16 96 96100Yes1
Black or African American 7 7 7 7 2 2 16----
Hispanic or Latino 19 18 19 18 9 8 47----
Multi-Race, Not Hispanic or Latino 17 17 17 17 7 7 41----
Native Hawaiian or Other Pacific Islander-----------
White 178 177 178 178 66 66 422 421100Yes1

School Accountability Information
School Accountability information School accountability percentile
ChickeringNot requiring assistance or intervention 85


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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