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Walpole Middle School

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2025 Official Accountability Report - Walpole Middle School

Organization Information
DISTRICT NAME
Walpole (03070000)
TITLE I STATUS
Title I School
SCHOOL
Walpole Middle School (03070315)
GRADES SERVED
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
45% - Moderate progress toward targets63

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage-45%
Weight0%100%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)
45%
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 achievement14----
Mathematics achievement34----
Science achievement14----
Achievement total51267.5---
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 total4.610.3----
Percentage of possible points 45%---
2025 Annual criterion-referenced target percentage45%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
55

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage-52%
Weight0%100%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)
52%
Substantial 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 achievement24-
Mathematics achievement24-
Science achievement24-
Achievement total61267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total5.410.3-
Percentage of possible points 52%-
2025 Annual criterion-referenced target percentage52%

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 500.3 500.0 -0.3 502.6 8141Path Forward: No Change
Lowest Performing-------
High Needs 482.8 484.2 1.4 485.7 2582Path Forward: Improved Below Target
English Learners and Former English Learners 484.7 484.4 -0.3 487.2 571Path Forward: No Change
Low Income 484.7 487.0 2.3 487.1 1293Path Forward: Met Target
Students with Disabilities 474.1 475.5 1.4 477.4 1512Path Forward: Improved Below Target
American Indian or Alaska Native---- 3--
Asian 514.0 513.6 -0.4 517.1 674Path Forward: Exceeded Target
Black or African American 488.5 490.6 2.1 491.8 362Path Forward: Improved Below Target
Hispanic or Latino 492.2 487.3 -4.9 494.7 690Path Forward: Declined
Multi-Race, Not Hispanic or Latino 496.3 502.9 6.6 498.6 354Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander---- 2--
White 501.0 500.3 -0.7 503.4 6020Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 505.7 507.1 1.4 508.2 8133Path Forward: Met Target
Lowest Performing-------
High Needs 491.8 492.0 0.2 494.5 2552Path Forward: Improved Below Target
English Learners and Former English Learners 496.4 493.6 -2.8 499.9 560Path Forward: Declined
Low Income 492.1 493.9 1.8 494.9 1262Path Forward: Improved Below Target
Students with Disabilities 484.1 484.9 0.8 487.5 1502Path Forward: Improved Below Target
American Indian or Alaska Native---- 3--
Asian 526.6 523.3 -3.3 530.6 674Path Forward: Exceeded Target
Black or African American 494.4 493.0 -1.4 497.7 360Path Forward: Declined
Hispanic or Latino 496.9 495.5 -1.4 499.5 680Path Forward: Declined
Multi-Race, Not Hispanic or Latino 498.1 509.0 10.9 500.6 354Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander---- 2--
White 505.9 507.4 1.5 508.7 6023Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 496.0 496.0 0.0 499.6 2561Path Forward: No Change
Lowest Performing-------
High Needs 481.7 484.5 2.8 485.5 772Path Forward: Improved Below Target
English Learners and Former English Learners---- 16--
Low Income 482.7 486.9 4.2 486.7 413Path Forward: Met Target
Students with Disabilities 476.3 478.8 2.5 480.1 472Path Forward: Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 19--
Black or African American---- 11--
Hispanic or Latino---- 19--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 497.2 495.8 -1.4 500.9 1980Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 40.8 7992Typical Growth - Low
Lowest Performing----
High Needs 44.1 2492Typical Growth - Low
English Learners and Former English Learners 44.3 562Typical Growth - Low
Low Income 44.9 1262Typical Growth - Low
Students with Disabilities 42.7 1432Typical Growth - Low
American Indian or Alaska Native- 3--
Asian 46.6 662Typical Growth - Low
Black or African American 44.0 332Typical Growth - Low
Hispanic or Latino 39.5 691Low Growth
Multi-Race, Not Hispanic or Latino 45.9 352Typical Growth - Low
Native Hawaiian or Other Pacific Islander- 2--
White 39.7 5911Low Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.8 7982Typical Growth - Low
Lowest Performing----
High Needs 51.5 2483Typical Growth - High
English Learners and Former English Learners 56.6 563Typical Growth - High
Low Income 52.8 1243Typical Growth - High
Students with Disabilities 50.8 1443Typical Growth - High
American Indian or Alaska Native- 3--
Asian 56.3 663Typical Growth - High
Black or African American 54.1 333Typical Growth - High
Hispanic or Latino 51.7 683Typical Growth - High
Multi-Race, Not Hispanic or Latino 54.7 353Typical Growth - High
Native Hawaiian or Other Pacific Islander- 2--
White 48.2 5912Typical 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 8.6 7.5 -1.1 7.1 8373Met Target
Lowest Performing-------
High Needs 15.3 14.0 -1.3 12.9 2722Improved Below Target
English Learners and Former English Learners 18.1 10.3 -7.8 14.6 684Exceeded Target
Low Income 19.1 18.3 -0.8 15.9 1422Improved Below Target
Students with Disabilities 14.8 13.7 -1.1 11.2 1532Improved Below Target
American Indian or Alaska Native---- 3--
Asian 3.6 1.5 -2.1 1.0 674Exceeded Target
Black or African American 20.0 17.1 -2.9 16.4 412Improved Below Target
Hispanic or Latino 12.7 8.0 -4.7 8.5 753Met Target
Multi-Race, Not Hispanic or Latino 6.9 8.6 1.7 5.4 353Met Target
Native Hawaiian or Other Pacific Islander---- 2--
White 7.7 7.5 -0.2 5.9 6143Met 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 833 829100Yes 1 831 828100Yes 1 261 260100Yes 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 275 272 271 269 81 80 627 62199Yes1
English Learners and Former English Learners 67 67 67 66 17 17 151 15099Yes1
Low Income 141 140 138 137 44 44 323 32199Yes1
Students with Disabilities 158 155 155 154 50 49 363 35899Yes1
American Indian or Alaska Native 3 3 3 3 1 1 7----
Asian 68 68 68 68 19 19 155 155100Yes1
Black or African American 41 41 41 41 12 12 94 94100Yes1
Hispanic or Latino 73 73 73 72 20 20 166 16599Yes1
Multi-Race, Not Hispanic or Latino 35 35 35 35 8 8 78 78100Yes1
Native Hawaiian or Other Pacific Islander 2 2 2 2 0 0 4----
White 610 606 608 606 200 199 1,418 1,411100Yes1


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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