Massachusetts School and District Profiles

Annie Sullivan Middle School

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2025

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2025 Official Accountability Report - Annie Sullivan Middle School

Organization Information

DISTRICT NAME
Franklin (01010000)

TITLE I STATUS
Non-Title I School

SCHOOL
Annie Sullivan Middle School (01010040)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
55% - Substantial progress toward targets	74

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	85%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	55%
	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)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	4	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	4	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	3	4	-	2	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	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		1.7	10.3	-	4.1	7.6	-
Percentage of possible points		17%		-	54%		-
2025 Annual criterion-referenced target percentage		35%

2024 Points awarded

2024 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	2	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	8	12	67.5	8	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	22.5	8	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		7.4	10.3	-	7.5	7.6	-
Percentage of possible points		72%		-	99%		-
2024 Annual criterion-referenced target percentage		85%

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

	2024	2025
Annual criterion-referenced target percentage	50%	22%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	33%
	Moderate progress toward targets

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	1	4	-
	Achievement total	1	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		2.3	10.3	-
Percentage of possible points		22%		-
2025 Annual criterion-referenced target percentage		22%

2024 Points awarded

2024 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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	5	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		5.1	10.3	-
Percentage of possible points		50%		-
2024 Annual criterion-referenced target percentage		50%

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	503.2	501.6	-1.6	506.4	303	0	Recovery Path: Declined
Lowest Performing	471.7	482.3	10.6	476.8	43	4	Path Forward: Exceeded Target
High Needs	488.1	485.4	-2.7	490.5	129	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	493.0	487.8	-5.2	495.5	65	0	Recovery Path: Declined
Students with Disabilities	482.5	479.2	-3.3	485.3	78	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	-	-	-	-	21	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	4	-	-
White	504.4	503.8	-0.6	507.6	237	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	504.7	502.6	-2.1	506.7	304	0	Recovery Path: Declined
Lowest Performing	479.2	477.5	-1.7	482.7	43	0	Recovery Path: Declined
High Needs	491.7	489.0	-2.7	494.2	129	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	495.9	489.1	-6.8	498.3	65	0	Path Forward: Declined
Students with Disabilities	485.5	483.5	-2.0	487.6	78	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	-	-	-	-	21	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	4	-	-
White	505.2	504.2	-1.0	506.9	237	0	Recovery 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	501.1	497.1	-4.0	502.7	113	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	20	-	-
High Needs	486.2	485.8	-0.4	489.7	41	1	Path Forward: No Change
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	23	-	-
Students with Disabilities	484.8	480.8	-4.0	489.0	23	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	501.6	496.6	-5.0	502.9	91	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	53.3	291	3	Typical Growth - High
Lowest Performing	63.4	43	4	Exceeded Typical Growth
High Needs	51.4	118	3	Typical Growth - High
English Learners and Former English Learners	-	15	-	-
Low Income	51.3	61	3	Typical Growth - High
Students with Disabilities	50.4	71	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	10	-	-
Black or African American	-	16	-	-
Hispanic or Latino	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	4	-	-
White	53.2	232	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	54.0	292	3	Typical Growth - High
Lowest Performing	48.5	43	2	Typical Growth - Low
High Needs	53.9	118	3	Typical Growth - High
English Learners and Former English Learners	-	16	-	-
Low Income	50.7	61	3	Typical Growth - High
Students with Disabilities	52.7	70	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	12	-	-
Black or African American	-	16	-	-
Hispanic or Latino	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	4	-	-
White	54.3	231	3	Typical Growth - High

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	10.2	9.2	-1.0	9.1	325	3	Met Target
Lowest Performing	8.3	11.6	3.3	5.0	43	0	Declined
High Needs	14.4	12.3	-2.1	12.3	146	3	Met Target
English Learners and Former English Learners	-	-	-	-	30	-	-
Low Income	19.8	14.8	-5.0	15.5	81	4	Exceeded Target
Students with Disabilities	15.2	13.8	-1.4	12.7	80	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	27	-	-
Hispanic or Latino	-	-	-	-	26	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	4	-	-
White	9.5	8.2	-1.3	8.3	244	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	311	310	100	Yes	1	310	310	100	Yes	1	114	114	100	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	135	135	134	134	42	42	311	311	100	Yes	1
English Learners and Former English Learners	24	24	23	23	7	7	54	54	100	Yes	1
Low Income	71	71	70	70	24	24	165	165	100	Yes	1
Students with Disabilities	79	79	79	79	23	23	181	181	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	15	14	15	15	3	3	33	-	-	-	-
Black or African American	21	21	20	20	4	4	45	45	100	Yes	1
Hispanic or Latino	23	23	23	23	8	8	54	54	100	Yes	1
Multi-Race, Not Hispanic or Latino	10	10	10	10	6	6	26	-	-	-	-
Native Hawaiian or Other Pacific Islander	4	4	4	4	2	2	10	-	-	-	-
White	238	238	238	238	91	91	567	567	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