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Albert F Ford Middle School
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2025 Official Accountability Report - Albert F Ford Middle School
Organization Information
DISTRICT NAME
Acushnet (00030000)		TITLE I STATUS
Non-Title I School
SCHOOL
Albert F Ford Middle School (00030305)		GRADES SERVED
05,06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Limited or no progress toward targets
Progress toward improvement targetsAccountability percentile
20% - Limited or no progress toward targets50

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage38%8%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		20%
Limited or no 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 achievement04-04-
Mathematics achievement04-04-
Science achievement04----
Achievement total01267.50867.5
GrowthEnglish language arts growth14-14-
Mathematics growth14-14-
Growth total2822.52822.5
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 absenteeism04-34-
Advanced coursework completion------
Additional indicators total0410.03410.0
Weighted total0.510.3-0.87.6-
Percentage of possible points 5%-11%-
2025 Annual criterion-referenced target percentage8%

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 achievement14-24-
Mathematics achievement14-24-
Science achievement04----
Achievement total21267.54867.5
GrowthEnglish language arts growth24-34-
Mathematics growth14-24-
Growth total3822.55822.5
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 absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total2.410.3-4.07.6-
Percentage of possible points 23%-53%-
2024 Annual criterion-referenced target percentage38%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
60

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage32%5%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		16%
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 achievement04-
Achievement total01267.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
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 total0.510.3-
Percentage of possible points 5%-
2025 Annual criterion-referenced target percentage5%

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 achievement14-
Science achievement04-
Achievement total31267.5
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 total3.310.3-
Percentage of possible points 32%-
2024 Annual criterion-referenced target percentage32%

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 498.9 495.0 -3.9 501.2 3990Path Forward: Declined
Lowest Performing 475.9 471.0 -4.9 481.0 780Recovery Path: Declined
High Needs 489.8 486.8 -3.0 492.7 1550Path Forward: Declined
English Learners and Former English Learners---- 7--
Low Income 492.8 488.9 -3.9 494.8 1280Recovery Path: Declined
Students with Disabilities 474.1 469.6 -4.5 476.3 570Recovery Path: Declined
American Indian or Alaska Native---- 2--
Asian---- 4--
Black or African American---- 6--
Hispanic or Latino---- 20--
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 499.4 494.7 -4.7 501.8 3550Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 499.4 498.0 -1.4 501.9 4000Path Forward: Declined
Lowest Performing 480.2 476.7 -3.5 485.3 780Path Forward: Declined
High Needs 491.8 490.5 -1.3 494.5 1550Path Forward: Declined
English Learners and Former English Learners---- 7--
Low Income 494.3 492.5 -1.8 497.1 1280Path Forward: Declined
Students with Disabilities 479.8 475.5 -4.3 483.2 570Path Forward: Declined
American Indian or Alaska Native---- 2--
Asian---- 4--
Black or African American---- 6--
Hispanic or Latino---- 20--
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 500.0 497.7 -2.3 501.5 3560Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 498.1 496.4 -1.7 499.8 1800Recovery Path: Declined
Lowest Performing---- 27--
High Needs 490.7 488.9 -1.8 494.5 730Path Forward: Declined
English Learners and Former English Learners---- 5--
Low Income 495.0 490.3 -4.7 497.5 620Recovery Path: Declined
Students with Disabilities 479.3 474.2 -5.1 481.6 260Recovery Path: Declined
American Indian or Alaska Native---- 2--
Asian---- 1--
Black or African American---- 5--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 498.4 496.6 -1.8 502.1 1520Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 36.8 3951Low Growth
Lowest Performing 33.4 781Low Growth
High Needs 35.0 1521Low Growth
English Learners and Former English Learners- 6--
Low Income 35.1 1261Low Growth
Students with Disabilities 31.9 561Low Growth
American Indian or Alaska Native- 2--
Asian- 4--
Black or African American- 6--
Hispanic or Latino- 20--
Multi-Race, Not Hispanic or Latino- 12--
Native Hawaiian or Other Pacific Islander----
White 36.4 3511Low Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 37.2 3961Low Growth
Lowest Performing 36.3 781Low Growth
High Needs 36.3 1521Low Growth
English Learners and Former English Learners- 6--
Low Income 37.6 1261Low Growth
Students with Disabilities 29.4 560Very Low Growth
American Indian or Alaska Native- 2--
Asian- 4--
Black or African American- 6--
Hispanic or Latino- 20--
Multi-Race, Not Hispanic or Latino- 12--
Native Hawaiian or Other Pacific Islander----
White 35.9 3521Low Growth

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 7.7 9.8 2.1 6.2 4090Declined
Lowest Performing 6.4 7.7 1.3 1.8 783Met Target
High Needs 10.4 13.1 2.7 8.0 1600Declined
English Learners and Former English Learners---- 7--
Low Income 10.7 15.0 4.3 7.5 1330Declined
Students with Disabilities 5.8 7.0 1.2 2.2 573Met Target
American Indian or Alaska Native---- 2--
Asian---- 4--
Black or African American---- 7--
Hispanic or Latino---- 20--
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 7.1 9.6 2.5 5.3 3630Declined

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 407 405100Yes 1 406 406100Yes 1 182 182100Yes 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 159 158 158 158 75 75 392 391100Yes1
English Learners and Former English Learners 7 7 7 7 5 5 19----
Low Income 132 131 131 131 64 64 327 326100Yes1
Students with Disabilities 57 57 57 57 26 26 140 140100Yes1
American Indian or Alaska Native 2 2 2 2 2 2 6----
Asian 4 4 4 4 1 1 9----
Black or African American 7 7 7 7 6 6 20----
Hispanic or Latino 20 20 20 20 13 13 53 53100Yes1
Multi-Race, Not Hispanic or Latino 13 13 13 13 7 7 33----
Native Hawaiian or Other Pacific Islander-----------
White 361 359 360 360 153 153 874 872100Yes1


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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