Massachusetts School and District Profiles

Horace Mann

Districts
Schools

2025

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2025 Official Accountability Report - Horace Mann

Organization Information

DISTRICT NAME
Franklin (01010000)

TITLE I STATUS
Non-Title I School

SCHOOL
Horace Mann (01010405)

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
56% - Substantial progress toward targets	70

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	60%	53%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	56%
	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	3	4	-	4	4	-
	Mathematics achievement	2	4	-	1	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	5	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		4.5	10.3	-	4.7	7.6	-
Percentage of possible points		44%		-	62%		-
2025 Annual criterion-referenced target percentage		53%

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	-	2	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	9	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	4	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		7.4	10.3	-	3.6	7.6	-
Percentage of possible points		72%		-	47%		-
2024 Annual criterion-referenced target percentage		60%

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	49%	41%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	44%
	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	4	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	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		4.2	10.3	-
Percentage of possible points		41%		-
2025 Annual criterion-referenced target percentage		41%

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	4	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	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		5.0	10.3	-
Percentage of possible points		49%		-
2024 Annual criterion-referenced target percentage		49%

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	506.1	508.4	2.3	508.1	397	3	Path Forward: Met Target
Lowest Performing	474.5	485.4	10.9	478.6	67	4	Recovery Path: Exceeded Target
High Needs	488.8	492.9	4.1	490.1	113	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	486.4	496.0	9.6	489.3	54	4	Recovery Path: Exceeded Target
Students with Disabilities	482.8	485.5	2.7	485.1	72	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	522.2	523.3	1.1	524.8	35	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	27	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	504.5	507.8	3.3	507.1	320	4	Recovery 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	503.2	503.7	0.5	505.3	397	2	Recovery Path: Improved Below Target
Lowest Performing	478.6	478.3	-0.3	482.9	67	1	Recovery Path: No Change
High Needs	490.2	489.3	-0.9	492.8	113	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	487.3	487.7	0.4	489.2	54	2	Recovery Path: Improved Below Target
Students with Disabilities	485.5	484.2	-1.3	488.8	71	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	525.7	521.5	-4.2	529.4	35	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	26	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	500.9	502.6	1.7	503.2	321	2	Recovery Path: 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	505.7	501.3	-4.4	507.6	133	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	38	-	-
High Needs	488.4	486.9	-1.5	491.8	34	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	21	-	-
Students with Disabilities	-	-	-	-	22	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	504.3	499.4	-4.9	506.3	109	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	53.1	396	3	Typical Growth - High
Lowest Performing	60.3	67	4	Exceeded Typical Growth
High Needs	55.3	112	3	Typical Growth - High
English Learners and Former English Learners	-	13	-	-
Low Income	58.2	53	3	Typical Growth - High
Students with Disabilities	56.5	72	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	59.5	35	3	Typical Growth - High
Black or African American	-	5	-	-
Hispanic or Latino	-	27	-	-
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	52.0	320	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	42.8	395	2	Typical Growth - Low
Lowest Performing	43.2	67	2	Typical Growth - Low
High Needs	44.3	111	2	Typical Growth - Low
English Learners and Former English Learners	-	13	-	-
Low Income	40.7	52	2	Typical Growth - Low
Students with Disabilities	46.4	71	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	49.4	35	2	Typical Growth - Low
Black or African American	-	5	-	-
Hispanic or Latino	-	26	-	-
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	41.7	320	2	Typical 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	9.5	10.6	1.1	8.2	415	0	Declined
Lowest Performing	11.8	13.4	1.6	8.3	67	0	Declined
High Needs	20.0	16.3	-3.7	17.4	123	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	32.7	25.4	-7.3	29.0	63	4	Exceeded Target
Students with Disabilities	19.2	11.0	-8.2	15.9	73	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	3.0	0.0	-3.0	1.0	40	4	Exceeded Target
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	31	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	9.6	10.4	0.8	8.2	326	0	Declined

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	410	408	100	Yes	1	409	408	100	Yes	1	137	135	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	121	120	120	120	35	34	276	274	99	Yes	1
English Learners and Former English Learners	20	19	20	20	2	2	42	41	98	Yes	1
Low Income	60	59	59	59	21	21	140	139	99	Yes	1
Students with Disabilities	74	74	73	73	23	22	170	169	99	Yes	1
American Indian or Alaska Native	3	3	3	3	2	2	8	-	-	-	-
Asian	40	40	40	40	12	12	92	92	100	Yes	1
Black or African American	5	5	5	5	0	0	10	-	-	-	-
Hispanic or Latino	30	30	29	29	8	8	67	67	100	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	2	2	18	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	323	321	323	322	112	110	758	753	99	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