Massachusetts School and District Profiles

Dedham Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Dedham Middle School

Organization Information

DISTRICT NAME
Dedham (00730000)

TITLE I STATUS
Title I School

SCHOOL
Dedham Middle School (00730305)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
48% - Moderate progress toward targets	51

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	68%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	48%
	Moderate 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	0	4	-	2	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		2.1	10.3	-	3.8	7.6	-
Percentage of possible points		20%		-	50%		-
2026 Annual criterion-referenced target percentage		35%

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	3	4	-	4	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	8	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	7	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		6.0	9.6	-	5.6	7.6	-
Percentage of possible points		63%		-	74%		-
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	72%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	46%
	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	0	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	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		2.9	10.3	-
Percentage of possible points		28%		-
2026 Annual criterion-referenced target percentage		28%

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	4	4	-
	Mathematics achievement	3	4	-
	Science achievement	2	4	-
	Achievement total	9	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		7.4	10.3	-
Percentage of possible points		72%		-
2025 Annual criterion-referenced target percentage		72%

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	495.8	494.8	-1.0	499.4	550	0	Recovery Path: Declined
Lowest Performing	467.9	469.1	1.2	473.0	81	2	Path Forward: Improved Below Target
High Needs	483.8	482.5	-1.3	486.0	273	0	Recovery Path: Declined
English Learners and Former English Learners	477.3	481.8	4.5	481.4	65	3	Recovery Path: Met Target
Low Income	485.4	483.5	-1.9	488.0	163	0	Recovery Path: Declined
Students with Disabilities	476.9	475.4	-1.5	479.6	154	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	483.2	481.3	-1.9	485.4	46	0	Recovery Path: Declined
Hispanic or Latino	487.8	484.2	-3.6	491.6	107	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	496.6	500.4	3.8	498.9	39	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.3	498.6	-1.7	502.6	345	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	500.5	500.1	-0.4	502.8	550	1	Recovery Path: No Change
Lowest Performing	477.1	479.5	2.4	482.9	81	2	Recovery Path: Improved Below Target
High Needs	488.8	489.6	0.8	490.7	274	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	486.7	492.3	5.6	489.2	65	4	Recovery Path: Exceeded Target
Low Income	488.5	489.1	0.6	490.7	164	2	Recovery Path: Improved Below Target
Students with Disabilities	483.8	483.2	-0.6	487.2	154	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	487.9	489.1	1.2	491.2	46	2	Path Forward: Improved Below Target
Hispanic or Latino	493.0	491.2	-1.8	495.7	108	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	501.8	505.5	3.7	504.3	38	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.5	503.2	-1.3	506.5	345	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	492.1	488.9	-3.2	495.7	174	0	Path Forward: Declined
Lowest Performing	-	-	-	-	43	-	-
High Needs	481.9	479.2	-2.7	485.7	92	0	Path Forward: Declined
English Learners and Former English Learners	476.9	477.6	0.7	481.0	24	2	Path Forward: Improved Below Target
Low Income	482.6	479.5	-3.1	486.6	60	0	Path Forward: Declined
Students with Disabilities	475.8	472.1	-3.7	479.6	45	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	484.8	476.6	-8.2	489.9	20	0	Path Forward: Declined
Hispanic or Latino	485.1	483.2	-1.9	488.7	36	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.9	493.3	-1.6	498.6	102	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.2	536	2	Typical Growth - Low
Lowest Performing	48.7	81	2	Typical Growth - Low
High Needs	47.2	261	2	Typical Growth - Low
English Learners and Former English Learners	55.0	62	3	Typical Growth - High
Low Income	47.9	158	2	Typical Growth - Low
Students with Disabilities	46.1	146	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	12	-	-
Black or African American	49.0	43	2	Typical Growth - Low
Hispanic or Latino	47.1	104	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	51.7	37	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.0	339	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.4	539	3	Typical Growth - High
Lowest Performing	54.7	81	3	Typical Growth - High
High Needs	51.3	264	3	Typical Growth - High
English Learners and Former English Learners	58.0	63	3	Typical Growth - High
Low Income	49.8	159	2	Typical Growth - Low
Students with Disabilities	48.6	147	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	12	-	-
Black or African American	53.1	44	3	Typical Growth - High
Hispanic or Latino	51.6	105	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	58.8	37	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.3	340	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	12.7	11.3	-1.4	11.2	564	3	Met Target
Lowest Performing	19.3	21.0	1.7	14.7	81	0	Declined
High Needs	20.6	15.7	-4.9	18.2	281	4	Exceeded Target
English Learners and Former English Learners	10.6	10.8	0.2	7.1	65	1	No Change
Low Income	23.8	23.6	-0.2	20.6	174	2	Improved Below Target
Students with Disabilities	25.7	16.8	-8.9	22.1	155	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	16.9	16.7	-0.2	13.3	48	2	Improved Below Target
Hispanic or Latino	20.5	23.2	2.7	16.3	112	0	Declined
Multi-Race, Not Hispanic or Latino	15.2	12.5	-2.7	13.7	40	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.4	7.1	-2.3	7.6	351	3	Met 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	561	555	99	Yes	1	563	558	99	Yes	1	179	178	99	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	282	277	284	281	97	96	663	654	99	Yes	1
English Learners and Former English Learners	69	67	69	69	25	25	163	161	99	Yes	1
Low Income	172	168	174	171	65	64	411	403	98	Yes	1
Students with Disabilities	158	156	159	156	46	45	363	357	98	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	12	12	12	12	3	3	27	-	-	-	-
Black or African American	48	47	48	48	20	20	116	115	99	Yes	1
Hispanic or Latino	113	110	113	112	40	39	266	261	98	Yes	1
Multi-Race, Not Hispanic or Latino	40	39	40	38	12	12	92	89	97	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	347	346	349	347	103	103	799	796	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