Massachusetts School and District Profiles

Sherborn
Districts Schools
Select an Org
View Previous Year
2025
print page

2025 Official Accountability Report - Sherborn
Organization Information
DISTRICT NAME
Sherborn (02690000)		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
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
74% - Substantial progress toward targets-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage62%82%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		74%
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 achievement44-34-
Mathematics achievement34-44-
Science achievement34----
Achievement total101267.57867.5
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 absenteeism34-14-
Advanced coursework completion------
Additional indicators total3410.01410.0
Weighted total8.410.3-6.27.6-
Percentage of possible points 82%-82%-
2025 Annual criterion-referenced target percentage82%

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 achievement34-24-
Science achievement34----
Achievement total91267.54867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6822.55822.5
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 total7.710.3-3.87.6-
Percentage of possible points 75%-50%-
2024 Annual criterion-referenced target percentage62%

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage18%18%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		18%
Limited or no progress toward 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 achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total1.47.6-
Percentage of possible points 18%-
2025 Annual criterion-referenced target percentage18%

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 achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total1.47.6-
Percentage of possible points 18%-
2024 Annual criterion-referenced target percentage18%

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 505.9 509.0 3.1 508.9 2154Recovery Path: Exceeded Target
Lowest Performing 480.2 485.4 5.2 485.3 333Recovery Path: Met Target
High Needs 492.2 489.4 -2.8 495.2 530Recovery Path: Declined
English Learners and Former English Learners---- 8--
Low Income---- 11--
Students with Disabilities 488.7 487.4 -1.3 491.1 440Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 23--
Black or African American---- 6--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 507.0 509.1 2.1 509.7 1564Recovery 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 506.8 507.4 0.6 508.8 2143Recovery Path: Met Target
Lowest Performing 477.7 483.5 5.8 482.8 334Recovery Path: Exceeded Target
High Needs 494.8 490.8 -4.0 497.3 520Path Forward: Declined
English Learners and Former English Learners---- 7--
Low Income---- 11--
Students with Disabilities 490.3 487.6 -2.7 492.5 440Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 23--
Black or African American---- 6--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 506.5 506.6 0.1 508.2 1553Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 506.8 509.6 2.8 509.3 753Recovery Path: Met Target
Lowest Performing---- 13--
High Needs---- 18--
English Learners and Former English Learners---- 4--
Low Income---- 5--
Students with Disabilities---- 14--
American Indian or Alaska Native-------
Asian---- 8--
Black or African American---- 3--
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 507.2 512.8 5.6 510.2 524Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 58.9 1383Typical Growth - High
Lowest Performing 53.8 333Typical Growth - High
High Needs 50.1 393Typical Growth - High
English Learners and Former English Learners- 6--
Low Income- 9--
Students with Disabilities 48.6 332Typical Growth - Low
American Indian or Alaska Native----
Asian- 13--
Black or African American- 5--
Hispanic or Latino- 10--
Multi-Race, Not Hispanic or Latino- 9--
Native Hawaiian or Other Pacific Islander----
White 60.0 1014Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 56.7 1383Typical Growth - High
Lowest Performing 56.6 333Typical Growth - High
High Needs 54.9 393Typical Growth - High
English Learners and Former English Learners- 6--
Low Income- 9--
Students with Disabilities 55.1 333Typical Growth - High
American Indian or Alaska Native----
Asian- 13--
Black or African American- 5--
Hispanic or Latino- 10--
Multi-Race, Not Hispanic or Latino- 9--
Native Hawaiian or Other Pacific Islander----
White 55.8 1013Typical 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 6.3 5.6 -0.7 5.2 3373Met Target
Lowest Performing 9.1 9.1 0.0 5.8 331No Change
High Needs 9.5 13.6 4.1 7.4 810Declined
English Learners and Former English Learners---- 16--
Low Income---- 18--
Students with Disabilities 5.6 12.1 6.5 3.1 580Declined
American Indian or Alaska Native-------
Asian---- 36--
Black or African American---- 12--
Hispanic or Latino---- 19--
Multi-Race, Not Hispanic or Latino---- 21--
Native Hawaiian or Other Pacific Islander-------
White 5.4 5.2 -0.2 4.2 2494Exceeded 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 217 21599Yes 1 216 21499Yes 1 76 7599Yes 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 55 53 54 52 19 18 128 12396Yes1
English Learners and Former English Learners 8 8 7 7 4 4 19----
Low Income 11 11 11 11 5 5 27----
Students with Disabilities 46 44 46 44 15 14 107 10295Yes1
American Indian or Alaska Native-----------
Asian 23 23 23 23 8 8 54 54100Yes1
Black or African American 6 6 6 6 3 3 15----
Hispanic or Latino 13 13 13 13 4 4 30----
Multi-Race, Not Hispanic or Latino 17 17 17 17 8 8 42----
Native Hawaiian or Other Pacific Islander-----------
White 158 156 157 155 53 52 368 36399Yes1

School Accountability Information
School Accountability information School accountability percentile
Pine HillNot requiring assistance or intervention 92


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.


Resources
Interpretive Materials Interpretive Materials
Accountability Terms Glossary of Accountability Terms

School and District Profiles