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Cyril K. Brennan Middle School
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2025 Official Accountability Report - Cyril K. Brennan Middle School
Organization Information
DISTRICT NAME
Attleboro (00160000)		TITLE I STATUS
Non-Title I School
SCHOOL
Cyril K. Brennan Middle School (00160315)		GRADES SERVED
05,06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
35% - Moderate progress toward targets30

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage54%22%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		35%
Moderate 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 achievement04-24-
Mathematics achievement04-04-
Science achievement04----
Achievement total01260.02867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5820.04822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.39.6-2.37.6-
Percentage of possible points 14%-30%-
2025 Annual criterion-referenced target percentage22%

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 achievement24-24-
Science achievement44----
Achievement total61260.04867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-34-
Growth total4820.06822.5
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 total4410.0---
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total5.29.6-4.17.6-
Percentage of possible points 54%-54%-
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
35

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage57%11%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		29%
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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total1.110.3-
Percentage of possible points 11%-
2025 Annual criterion-referenced target percentage11%

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 achievement34-
Science achievement44-
Achievement total71267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total5.910.3-
Percentage of possible points 57%-
2024 Annual criterion-referenced target percentage57%

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 492.3 490.9 -1.4 495.5 5750Recovery Path: Declined
Lowest Performing 464.7 466.7 2.0 469.8 982Path Forward: Improved Below Target
High Needs 485.1 482.5 -2.6 488.1 3390Recovery Path: Declined
English Learners and Former English Learners 477.5 476.0 -1.5 481.5 1050Recovery Path: Declined
Low Income 485.8 484.3 -1.5 489.0 2660Recovery Path: Declined
Students with Disabilities 475.8 470.7 -5.1 478.4 1200Recovery Path: Declined
American Indian or Alaska Native---- 1--
Asian---- 17--
Black or African American 491.9 484.9 -7.0 494.5 760Recovery Path: Declined
Hispanic or Latino 483.7 482.9 -0.8 487.0 1180Recovery Path: Declined
Multi-Race, Not Hispanic or Latino 491.5 490.5 -1.0 494.1 370Recovery Path: Declined
Native Hawaiian or Other Pacific Islander-------
White 495.0 494.8 -0.2 497.5 3261Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 492.7 491.7 -1.0 495.2 5770Path Forward: Declined
Lowest Performing 469.0 468.4 -0.6 474.6 980Recovery Path: Declined
High Needs 486.4 484.2 -2.2 488.4 3420Recovery Path: Declined
English Learners and Former English Learners 481.6 481.4 -0.2 484.9 1071Recovery Path: No Change
Low Income 486.4 484.7 -1.7 488.3 2680Recovery Path: Declined
Students with Disabilities 479.2 474.8 -4.4 481.8 1200Recovery Path: Declined
American Indian or Alaska Native---- 1--
Asian---- 17--
Black or African American 487.6 483.9 -3.7 490.9 770Path Forward: Declined
Hispanic or Latino 484.9 483.8 -1.1 488.0 1200Recovery Path: Declined
Multi-Race, Not Hispanic or Latino 495.0 494.2 -0.8 497.3 370Recovery Path: Declined
Native Hawaiian or Other Pacific Islander-------
White 495.4 495.5 0.1 498.2 3252Path Forward: 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 491.6 487.6 -4.0 493.6 2750Recovery Path: Declined
Lowest Performing---- 34--
High Needs 486.0 480.4 -5.6 488.2 1700Recovery Path: Declined
English Learners and Former English Learners 479.4 472.4 -7.0 481.7 520Recovery Path: Declined
Low Income 486.5 482.7 -3.8 489.0 1390Recovery Path: Declined
Students with Disabilities 477.4 473.3 -4.1 480.2 600Recovery Path: Declined
American Indian or Alaska Native---- 1--
Asian---- 9--
Black or African American 489.2 476.4 -12.8 494.3 350Path Forward: Declined
Hispanic or Latino 483.8 481.7 -2.1 487.4 610Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 493.8 492.0 -1.8 497.5 1520Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 48.5 5292Typical Growth - Low
Lowest Performing 48.0 982Typical Growth - Low
High Needs 46.1 2942Typical Growth - Low
English Learners and Former English Learners 46.7 832Typical Growth - Low
Low Income 48.4 2302Typical Growth - Low
Students with Disabilities 39.4 971Low Growth
American Indian or Alaska Native- 1--
Asian- 15--
Black or African American 45.2 652Typical Growth - Low
Hispanic or Latino 50.6 1023Typical Growth - High
Multi-Race, Not Hispanic or Latino 41.9 372Typical Growth - Low
Native Hawaiian or Other Pacific Islander----
White 49.0 3092Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 50.4 5383Typical Growth - High
Lowest Performing 45.7 982Typical Growth - Low
High Needs 48.5 3042Typical Growth - Low
English Learners and Former English Learners 52.1 913Typical Growth - High
Low Income 48.0 2412Typical Growth - Low
Students with Disabilities 43.4 982Typical Growth - Low
American Indian or Alaska Native- 1--
Asian- 15--
Black or African American 51.7 703Typical Growth - High
Hispanic or Latino 48.7 1062Typical Growth - Low
Multi-Race, Not Hispanic or Latino 48.4 372Typical Growth - Low
Native Hawaiian or Other Pacific Islander----
White 50.6 3093Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 31.4 38.0 6.6 36.6 503Met Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 31.4 38.0 6.6 36.6 503Met 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 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 17.6 19.0 1.4 16.1 6160Declined
Lowest Performing 15.0 21.4 6.4 10.4 980Declined
High Needs 23.2 22.6 -0.6 20.8 3712Improved Below Target
English Learners and Former English Learners 22.9 18.0 -4.9 19.4 1284Exceeded Target
Low Income 24.5 23.5 -1.0 21.3 2982Improved Below Target
Students with Disabilities 22.8 24.8 2.0 19.2 1210Declined
American Indian or Alaska Native---- 1--
Asian---- 21--
Black or African American 16.7 13.1 -3.6 13.1 843Met Target
Hispanic or Latino 26.3 28.0 1.7 22.1 1320Declined
Multi-Race, Not Hispanic or Latino 17.1 15.8 -1.3 15.6 383Met Target
Native Hawaiian or Other Pacific Islander-------
White 14.4 17.9 3.5 12.6 3400Declined

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 612 60799Yes 1 612 609100Yes 1 291 290100Yes 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 372 367 372 370 184 183 928 92099Yes1
English Learners and Former English Learners 127 124 127 126 60 60 314 31099Yes1
Low Income 296 292 296 294 152 151 744 73799Yes1
Students with Disabilities 127 125 127 125 64 63 318 31398Yes1
American Indian or Alaska Native 1 1 1 1 1 1 3----
Asian 20 20 20 20 10 10 50 50100Yes1
Black or African American 85 84 85 85 41 41 211 210100Yes1
Hispanic or Latino 132 129 132 131 64 64 328 32499Yes1
Multi-Race, Not Hispanic or Latino 37 37 37 37 17 17 91 91100Yes1
Native Hawaiian or Other Pacific Islander-----------
White 337 336 337 335 158 157 832 828100Yes1


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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