Massachusetts School and District Profiles

Quashnet Intermediate School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Quashnet Intermediate School

Organization Information

DISTRICT NAME
Mashpee (01720000)

TITLE I STATUS
Title I School

SCHOOL
Quashnet Intermediate School (01720035)

GRADES SERVED
03,04,05,06

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
51% - Substantial progress toward targets	41

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	48%	53%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	51%
	Substantial progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	0	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	5	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	20.0	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		4.8	9.6	-	4.2	7.6	-
Percentage of possible points		50%		-	55%		-
2026 Annual criterion-referenced target percentage		53%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	2	4	-
	Mathematics achievement	2	4	-	3	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	5	12	60.0	5	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		3.8	9.6	-	4.3	7.6	-
Percentage of possible points		40%		-	57%		-
2025 Annual criterion-referenced target percentage		48%

Student group percentile

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

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	35%	72%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	57%
	Substantial progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	3	4	-
	Science achievement	4	4	-
	Achievement total	9	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		7.4	10.3	-
Percentage of possible points		72%		-
2026 Annual criterion-referenced target percentage		72%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		3.6	10.3	-
Percentage of possible points		35%		-
2025 Annual criterion-referenced target percentage		35%

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	491.5	492.2	0.7	494.5	412	2	Recovery Path: Improved Below Target
Lowest Performing	469.8	467.6	-2.2	474.9	70	0	Path Forward: Declined
High Needs	484.4	484.8	0.4	486.9	235	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	486.2	492.4	6.2	488.6	61	4	Recovery Path: Exceeded Target
Low Income	485.2	483.4	-1.8	487.9	181	0	Recovery Path: Declined
Students with Disabilities	471.5	468.7	-2.8	474.1	80	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	18	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	487.2	486.4	-0.8	490.6	41	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	484.0	487.9	3.9	485.4	53	4	Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	495.4	495.5	0.1	498.3	272	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	492.5	494.1	1.6	494.7	412	2	Recovery Path: Improved Below Target
Lowest Performing	465.2	472.9	7.7	469.5	70	4	Recovery Path: Exceeded Target
High Needs	484.9	486.8	1.9	487.2	235	3	Recovery Path: Met Target
English Learners and Former English Learners	490.4	494.6	4.2	493.3	61	4	Recovery Path: Exceeded Target
Low Income	484.6	484.8	0.2	486.6	181	2	Recovery Path: Improved Below Target
Students with Disabilities	469.6	473.8	4.2	471.8	80	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	18	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	488.4	490.5	2.1	491.4	41	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	486.8	489.5	2.7	489.6	53	3	Recovery Path: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	496.4	497.2	0.8	498.4	272	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	493.6	493.6	0.0	497.2	103	1	Path Forward: No Change
Lowest Performing	-	-	-	-	23	-	-
High Needs	480.6	485.4	4.8	484.4	62	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	480.2	482.9	2.7	484.2	50	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	499.9	499.5	-0.4	503.6	65	1	Path Forward: No Change

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.2	287	2	Typical Growth - Low
Lowest Performing	43.6	70	2	Typical Growth - Low
High Needs	45.5	157	2	Typical Growth - Low
English Learners and Former English Learners	50.2	39	3	Typical Growth - High
Low Income	43.8	121	2	Typical Growth - Low
Students with Disabilities	43.1	57	2	Typical Growth - Low
American Indian or Alaska Native	-	11	-	-
Asian	-	6	-	-
Black or African American	-	15	-	-
Hispanic or Latino	48.5	27	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	53.4	37	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	48.1	190	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.3	289	3	Typical Growth - High
Lowest Performing	54.2	70	3	Typical Growth - High
High Needs	48.4	159	2	Typical Growth - Low
English Learners and Former English Learners	48.6	39	2	Typical Growth - Low
Low Income	46.9	123	2	Typical Growth - Low
Students with Disabilities	54.4	59	3	Typical Growth - High
American Indian or Alaska Native	-	11	-	-
Asian	-	6	-	-
Black or African American	-	15	-	-
Hispanic or Latino	49.9	27	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	49.8	39	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	52.3	190	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	45.2	78.6	33.4	47.4	28	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	45.2	78.6	33.4	47.4	28	4	Exceeded Target
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	21.2	17.6	-3.6	19.7	432	4	Exceeded Target
Lowest Performing	29.6	22.9	-6.7	25.0	70	4	Exceeded Target
High Needs	26.4	22.3	-4.1	24.0	251	4	Exceeded Target
English Learners and Former English Learners	28.6	15.3	-13.3	25.1	72	4	Exceeded Target
Low Income	27.7	26.0	-1.7	24.5	192	2	Improved Below Target
Students with Disabilities	21.8	26.5	4.7	18.2	83	0	Declined
American Indian or Alaska Native	-	-	-	-	19	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	32.7	24.5	-8.2	28.5	49	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	20.4	16.7	-3.7	18.9	54	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	18.5	16.1	-2.4	16.7	280	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	421	420	100	Yes	1	421	421	100	Yes	1	105	105	100	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	244	243	244	244	64	64	552	551	100	Yes	1
English Learners and Former English Learners	68	67	68	68	20	20	156	155	99	Yes	1
Low Income	188	188	188	188	51	51	427	427	100	Yes	1
Students with Disabilities	82	81	82	82	18	18	182	181	99	Yes	1
American Indian or Alaska Native	18	18	18	18	5	5	41	-	-	-	-
Asian	8	8	8	8	4	4	20	-	-	-	-
Black or African American	21	21	21	21	6	6	48	48	100	Yes	1
Hispanic or Latino	45	45	45	45	9	9	99	99	100	Yes	1
Multi-Race, Not Hispanic or Latino	53	53	53	53	14	14	120	120	100	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	275	274	275	275	66	66	616	615	100	Yes	1

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