Massachusetts School and District Profiles

Dover-Sherborn Regional Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Dover-Sherborn Regional Middle School

Organization Information

DISTRICT NAME
Dover-Sherborn (06550000)

TITLE I STATUS
Title I School

SCHOOL
Dover-Sherborn Regional Middle School (06550405)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
76% - Meeting or exceeding targets	94

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	68%	80%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	76%
	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)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	3	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	6	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		9.2	10.3	-	5.4	7.6	-
Percentage of possible points		89%		-	71%		-
2026 Annual criterion-referenced target percentage		80%

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	4	4	-	3	4	-
	Mathematics achievement	4	4	-	0	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	67.5	3	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	22.5	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	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		9.2	10.3	-	3.6	7.6	-
Percentage of possible points		89%		-	47%		-
2025 Annual criterion-referenced target percentage		68%

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	15%	40%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	30%
	Moderate 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	1	4	-
	Mathematics achievement	3	4	-
	Science achievement	0	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	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		4.1	10.3	-
Percentage of possible points		40%		-
2026 Annual criterion-referenced target percentage		40%

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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.5	10.3	-
Percentage of possible points		15%		-
2025 Annual criterion-referenced target percentage		15%

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	509.3	511.0	1.7	512.3	436	4	Recovery Path: Exceeded Target
Lowest Performing	481.8	487.2	5.4	488.8	67	3	Recovery Path: Met Target
High Needs	491.7	491.6	-0.1	492.9	99	1	Recovery Path: No Change
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	490.2	488.3	-1.9	492.3	25	0	Path Forward: Declined
Students with Disabilities	487.4	488.8	1.4	489.9	75	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	520.2	521.9	1.7	522.3	48	4	Path Forward: Exceeded Target
Black or African American	491.8	485.7	-6.1	494.0	23	0	Path Forward: Declined
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	513.6	513.6	0.0	516.8	31	4	Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.1	511.3	3.2	510.6	314	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	512.7	514.3	1.6	514.9	441	4	Recovery Path: Exceeded Target
Lowest Performing	486.4	489.2	2.8	489.6	67	3	Recovery Path: Met Target
High Needs	494.7	496.8	2.1	497.2	98	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	490.1	495.4	5.3	492.5	25	4	Path Forward: Exceeded Target
Students with Disabilities	489.2	494.3	5.1	491.0	74	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	532.4	531.2	-1.2	535.4	52	4	Path Forward: Exceeded Target
Black or African American	489.3	491.4	2.1	492.3	23	2	Path Forward: Improved Below Target
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	514.8	520.5	5.7	517.2	30	4	Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.7	513.2	2.5	512.6	316	4	Recovery Path: 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	510.4	132	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	28	-	-
High Needs	494.8	492.7	-2.1	498.3	29	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	9	-	-
Students with Disabilities	492.5	490.7	-1.8	496.7	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	507.1	508.5	1.4	509.0	100	3	Recovery Path: Met 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

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

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	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	5.3	5.7	0.4	4.2	458	4	Exceeded Target
Lowest Performing	5.6	10.3	4.7	2.3	68	0	Declined
High Needs	3.8	11.5	7.7	1.7	104	0	Declined
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	9.1	29.6	20.5	4.8	27	0	Declined
Students with Disabilities	4.3	5.2	0.9	1.8	77	4	Exceeded Target
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	-	-	-	-	22	-	-
Multi-Race, Not Hispanic or Latino	6.3	9.7	3.4	5.2	31	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.2	5.2	-1.0	5.0	326	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	453	440	97	Yes	1	455	445	98	Yes	1	139	133	96	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	102	101	103	100	31	30	236	231	98	Yes	1
English Learners and Former English Learners	14	14	14	14	4	4	32	-	-	-	-
Low Income	25	25	25	25	9	9	59	59	100	Yes	1
Students with Disabilities	76	75	77	74	21	20	174	169	97	Yes	1
American Indian or Alaska Native	1	0	1	0	1	0	3	-	-	-	-
Asian	54	50	54	54	14	14	122	118	97	Yes	1
Black or African American	23	23	23	23	7	7	53	53	100	Yes	1
Hispanic or Latino	20	20	20	20	3	3	43	43	100	Yes	1
Multi-Race, Not Hispanic or Latino	31	31	31	30	9	9	71	70	99	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	324	316	326	318	105	100	755	734	97	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