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Madeleine Dugger Andrews
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2025 Official Accountability Report - Madeleine Dugger Andrews
Organization Information
DISTRICT NAME
Medford (01760000)		TITLE I STATUS
Non-Title I School
SCHOOL
Madeleine Dugger Andrews (01760315)		GRADES SERVED
06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: Students with Disabilities -Low Income -English Learners and Former English Learners -High Needs -All Students
Progress toward improvement targetsAccountability percentile
50% - Substantial progress toward targets43

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage54%48%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		50%
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 achievement34-24-
Mathematics achievement24-04-
Science achievement44----
Achievement total91267.52867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-24-
Growth total4822.53822.5
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 absenteeism14-04-
Advanced coursework completion------
Additional indicators total1410.00410.0
Weighted total7.110.3-2.07.6-
Percentage of possible points 69%-26%-
2025 Annual criterion-referenced target percentage48%

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 achievement34-44-
Science achievement04----
Achievement total31267.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5822.55822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total3.610.3-5.67.6-
Percentage of possible points 35%-74%-
2024 Annual criterion-referenced target percentage54%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
25

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage26%50%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		40%
Moderate 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 achievement34-
Mathematics achievement04-
Science achievement34-
Achievement total61267.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total5.110.3-
Percentage of possible points 50%-
2025 Annual criterion-referenced target percentage50%

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 achievement24-
Science achievement04-
Achievement total21267.5
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 total2.710.3-
Percentage of possible points 26%-
2024 Annual criterion-referenced target percentage26%

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 492.8 495.4 2.6 495.6 4113Recovery Path: Met Target
Lowest Performing 463.6 464.3 0.7 468.3 582Recovery Path: Improved Below Target
High Needs 479.1 481.0 1.9 481.2 1833Recovery Path: Met Target
English Learners and Former English Learners 480.6 487.2 6.6 483.8 344Recovery Path: Exceeded Target
Low Income 479.8 483.9 4.1 482.4 1264Recovery Path: Exceeded Target
Students with Disabilities 468.2 466.4 -1.8 471.0 850Recovery Path: Declined
American Indian or Alaska Native-------
Asian 505.5 505.9 0.4 508.5 323Recovery Path: Met Target
Black or African American 474.6 481.1 6.5 478.2 434Recovery Path: Exceeded Target
Hispanic or Latino 489.1 490.8 1.7 492.0 612Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino 496.0 498.5 2.5 499.9 222Recovery Path: Improved Below Target
Native Hawaiian or Other Pacific Islander-------
White 495.0 497.3 2.3 497.4 2533Recovery 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 495.0 495.2 0.2 497.2 4082Recovery Path: Improved Below Target
Lowest Performing 469.4 466.9 -2.5 474.3 580Recovery Path: Declined
High Needs 484.0 482.9 -1.1 486.6 1840Path Forward: Declined
English Learners and Former English Learners 484.7 487.7 3.0 487.3 353Recovery Path: Met Target
Low Income 483.6 483.4 -0.2 485.2 1271Recovery Path: No Change
Students with Disabilities 476.5 472.4 -4.1 479.8 850Path Forward: Declined
American Indian or Alaska Native-------
Asian 512.5 510.7 -1.8 516.2 324Path Forward: Exceeded Target
Black or African American 477.3 478.0 0.7 480.0 422Recovery Path: Improved Below Target
Hispanic or Latino 487.8 490.1 2.3 490.5 603Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino 498.1 497.4 -0.7 500.2 220Path Forward: Declined
Native Hawaiian or Other Pacific Islander-------
White 497.1 497.2 0.1 499.3 2522Recovery 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 491.1 496.7 5.6 492.9 1384Recovery Path: Exceeded Target
Lowest Performing---- 22--
High Needs 480.8 484.6 3.8 484.2 573Path Forward: Met Target
English Learners and Former English Learners---- 9--
Low Income 480.1 485.3 5.2 483.5 444Path Forward: Exceeded Target
Students with Disabilities---- 19--
American Indian or Alaska Native-------
Asian---- 9--
Black or African American---- 14--
Hispanic or Latino---- 24--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 494.7 497.8 3.1 497.7 823Path Forward: Met Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 44.1 3962Typical Growth - Low
Lowest Performing 39.2 581Low Growth
High Needs 42.0 1772Typical Growth - Low
English Learners and Former English Learners 49.0 342Typical Growth - Low
Low Income 44.3 1252Typical Growth - Low
Students with Disabilities 36.1 801Low Growth
American Indian or Alaska Native----
Asian 44.1 322Typical Growth - Low
Black or African American 49.3 422Typical Growth - Low
Hispanic or Latino 45.9 602Typical Growth - Low
Multi-Race, Not Hispanic or Latino 38.0 221Low Growth
Native Hawaiian or Other Pacific Islander----
White 43.2 2402Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 48.1 3912Typical Growth - Low
Lowest Performing 44.4 582Typical Growth - Low
High Needs 47.2 1762Typical Growth - Low
English Learners and Former English Learners 53.8 353Typical Growth - High
Low Income 48.2 1242Typical Growth - Low
Students with Disabilities 38.5 781Low Growth
American Indian or Alaska Native----
Asian 57.0 323Typical Growth - High
Black or African American 46.1 412Typical Growth - Low
Hispanic or Latino 55.8 583Typical Growth - High
Multi-Race, Not Hispanic or Latino 39.2 221Low Growth
Native Hawaiian or Other Pacific Islander----
White 46.2 2382Typical 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 13.7 14.1 0.4 12.4 4461No Change
Lowest Performing 20.0 25.9 5.9 16.5 580Declined
High Needs 21.5 21.9 0.4 18.9 2101No Change
English Learners and Former English Learners 20.5 20.0 -0.5 17.5 402Improved Below Target
Low Income 24.4 25.0 0.6 20.7 1480Declined
Students with Disabilities 25.5 30.4 4.9 22.2 920Declined
American Indian or Alaska Native-------
Asian 5.9 0.0 -5.9 3.0 344Exceeded Target
Black or African American 22.0 17.4 -4.6 18.5 464Exceeded Target
Hispanic or Latino 19.0 14.7 -4.3 15.3 684Exceeded Target
Multi-Race, Not Hispanic or Latino 20.7 18.2 -2.5 19.4 224Exceeded Target
Native Hawaiian or Other Pacific Islander-------
White 11.0 14.9 3.9 9.6 2760Declined

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 436 42297Yes 1 437 41896Yes 1 160 14392No 2

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 206 193 207 193 73 62 486 44894No2
English Learners and Former English Learners 40 37 40 37 12 11 92 8593No2
Low Income 142 133 143 134 56 47 341 31494No2
Students with Disabilities 95 88 96 88 28 21 219 19791No2
American Indian or Alaska Native-----------
Asian 33 33 33 33 9 9 75 75100Yes1
Black or African American 45 43 45 42 18 14 108 9996Yes2
Hispanic or Latino 65 65 65 63 27 26 157 15498Yes1
Multi-Race, Not Hispanic or Latino 22 22 22 22 11 9 55 5396Yes1
Native Hawaiian or Other Pacific Islander-----------
White 271 259 272 258 95 85 638 60295Yes2


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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