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Duxbury Middle
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2025 Official Accountability Report - Duxbury Middle
Organization Information
DISTRICT NAME
Duxbury (00820000)		TITLE I STATUS
Non-Title I School
SCHOOL
Duxbury Middle (00820305)		GRADES SERVED
06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
53% - Substantial progress toward targets74

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage52%54%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		53%
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 achievement44-24-
Mathematics achievement04-24-
Science achievement24----
Achievement total61267.54867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5822.54822.5
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 total5.610.3-4.07.6-
Percentage of possible points 54%-53%-
2025 Annual criterion-referenced target percentage54%

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 achievement44-24-
Mathematics achievement24-24-
Science achievement04----
Achievement total61267.54867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total5.610.3-3.87.6-
Percentage of possible points 54%-50%-
2024 Annual criterion-referenced target percentage52%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
69

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage11%13%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		12%
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 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 total1.310.3-
Percentage of possible points 13%-
2025 Annual criterion-referenced target percentage13%

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 achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
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 total1.110.3-
Percentage of possible points 11%-
2024 Annual criterion-referenced target percentage11%

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 508.5 509.6 1.1 511.1 5954Recovery Path: Exceeded Target
Lowest Performing 479.7 482.8 3.1 484.8 982Path Forward: Improved Below Target
High Needs 491.5 489.6 -1.9 494.3 1410Path Forward: Declined
English Learners and Former English Learners---- 4--
Low Income 504.3 502.2 -2.1 506.6 463Path Forward: Met Target
Students with Disabilities 482.8 482.9 0.1 484.5 1082Recovery Path: Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 4--
Hispanic or Latino---- 17--
Multi-Race, Not Hispanic or Latino---- 16--
Native Hawaiian or Other Pacific Islander---- 1--
White 508.7 509.2 0.5 511.2 5534Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 502.3 501.5 -0.8 504.4 5940Recovery Path: Declined
Lowest Performing 479.3 479.6 0.3 484.4 982Path Forward: Improved Below Target
High Needs 487.5 486.4 -1.1 490.1 1410Path Forward: Declined
English Learners and Former English Learners---- 4--
Low Income 492.4 495.4 3.0 494.8 464Path Forward: Exceeded Target
Students with Disabilities 482.8 482.1 -0.7 486.1 1080Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 4--
Hispanic or Latino---- 17--
Multi-Race, Not Hispanic or Latino---- 16--
Native Hawaiian or Other Pacific Islander---- 1--
White 502.4 501.4 -1.0 504.2 5520Recovery 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 501.9 502.1 0.2 504.6 1972Path Forward: Improved Below Target
Lowest Performing---- 47--
High Needs 492.4 488.2 -4.2 495.8 440Path Forward: Declined
English Learners and Former English Learners---- 1--
Low Income---- 15--
Students with Disabilities 487.3 482.3 -5.0 491.8 320Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 2--
Black or African American-------
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 502.2 501.8 -0.4 505.2 1861Path Forward: No Change

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 50.1 5833Typical Growth - High
Lowest Performing 45.5 982Typical Growth - Low
High Needs 47.5 1362Typical Growth - Low
English Learners and Former English Learners- 3--
Low Income 50.0 433Typical Growth - High
Students with Disabilities 45.6 1032Typical Growth - Low
American Indian or Alaska Native- 1--
Asian- 3--
Black or African American- 4--
Hispanic or Latino- 16--
Multi-Race, Not Hispanic or Latino- 16--
Native Hawaiian or Other Pacific Islander- 1--
White 49.6 5422Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 40.4 5842Typical Growth - Low
Lowest Performing 48.3 982Typical Growth - Low
High Needs 44.1 1372Typical Growth - Low
English Learners and Former English Learners- 3--
Low Income 52.7 433Typical Growth - High
Students with Disabilities 42.2 1042Typical Growth - Low
American Indian or Alaska Native- 1--
Asian- 3--
Black or African American- 4--
Hispanic or Latino- 16--
Multi-Race, Not Hispanic or Latino- 16--
Native Hawaiian or Other Pacific Islander- 1--
White 40.5 5432Typical 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 5.9 5.0 -0.9 4.6 6034Exceeded Target
Lowest Performing 4.0 2.0 -2.0 1.0 984Exceeded Target
High Needs 11.0 7.5 -3.5 8.4 1464Exceeded Target
English Learners and Former English Learners---- 4--
Low Income 20.3 10.0 -10.3 16.6 504Exceeded Target
Students with Disabilities 8.0 6.4 -1.6 4.7 1104Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 4--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander---- 1--
White 5.5 5.0 -0.5 4.1 5594Exceeded Target

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 600 598100Yes 1 601 598100Yes 1 202 20099Yes 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 146 144 146 144 47 46 339 33499Yes1
English Learners and Former English Learners 4 4 4 4 1 1 9----
Low Income 49 48 49 48 16 16 114 11298Yes1
Students with Disabilities 111 110 111 110 35 34 257 25499Yes1
American Indian or Alaska Native 1 1 1 1 1 1 3----
Asian 3 3 3 3 2 2 8----
Black or African American 4 4 4 4 0 0 8----
Hispanic or Latino 18 18 18 18 6 6 42----
Multi-Race, Not Hispanic or Latino 17 16 17 16 3 3 37----
Native Hawaiian or Other Pacific Islander 1 1 1 1 0 0 2----
White 556 555 557 555 190 188 1,303 1,298100Yes1


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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