Massachusetts School and District Profiles

Edward J. O’Donoghue Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Edward J. O’Donoghue Middle School

Organization Information

DISTRICT NAME
Bridgewater-Raynham (06250000)

TITLE I STATUS
Non-Title I School

SCHOOL
Edward J. O’Donoghue Middle School (06250320)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Limited or no progress toward targets

Progress toward improvement targets	Accountability percentile
24% - Limited or no progress toward targets	34

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	21%	26%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	24%
	Limited or no 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	-	1	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	3	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	2	4	10.0
Weighted total		1.1	9.6	-	3.1	7.6	-
Percentage of possible points		12%		-	41%		-
2026 Annual criterion-referenced target percentage		26%

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	-	1	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	2	12	67.5	1	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	3	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	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	1	4	10.0
Weighted total		2.3	10.3	-	1.5	7.6	-
Percentage of possible points		22%		-	20%		-
2025 Annual criterion-referenced target percentage		21%

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	28%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	18%
	Limited or no 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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		1.1	10.3	-
Percentage of possible points		11%		-
2026 Annual criterion-referenced target percentage		11%

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	3	4	-
	Achievement total	3	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		2.9	10.3	-
Percentage of possible points		28%		-
2025 Annual criterion-referenced target percentage		28%

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	492.8	487.1	-5.7	495.4	813	0	Recovery Path: Declined
Lowest Performing	461.2	461.1	-0.1	466.1	117	1	Recovery Path: No Change
High Needs	480.9	475.5	-5.4	483.2	322	0	Recovery Path: Declined
English Learners and Former English Learners	478.0	473.9	-4.1	480.4	67	0	Path Forward: Declined
Low Income	484.6	478.3	-6.3	487.2	223	0	Recovery Path: Declined
Students with Disabilities	469.4	463.2	-6.2	471.8	146	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	20	-	-
Black or African American	486.1	480.5	-5.6	489.3	120	0	Recovery Path: Declined
Hispanic or Latino	483.6	477.8	-5.8	485.5	75	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	491.5	487.4	-4.1	495.5	28	0	Recovery Path: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	4	-	-
White	494.6	489.3	-5.3	497.1	566	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	494.5	492.1	-2.4	496.4	808	0	Recovery Path: Declined
Lowest Performing	467.6	470.1	2.5	472.9	117	2	Recovery Path: Improved Below Target
High Needs	483.5	480.8	-2.7	484.9	322	0	Recovery Path: Declined
English Learners and Former English Learners	485.0	478.5	-6.5	488.6	66	0	Path Forward: Declined
Low Income	485.4	483.4	-2.0	487.3	223	0	Recovery Path: Declined
Students with Disabilities	473.9	471.0	-2.9	477.2	146	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	20	-	-
Black or African American	484.5	483.7	-0.8	487.5	117	0	Recovery Path: Declined
Hispanic or Latino	486.1	482.9	-3.2	488.9	72	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	492.7	494.1	1.4	494.8	29	2	Path Forward: Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	4	-	-
White	496.6	494.8	-1.8	498.7	566	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	495.2	489.0	-6.2	497.9	260	0	Path Forward: Declined
Lowest Performing	-	-	-	-	72	-	-
High Needs	485.1	478.1	-7.0	488.5	99	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	25	-	-
Low Income	486.8	482.5	-4.3	490.2	69	0	Path Forward: Declined
Students with Disabilities	478.2	465.3	-12.9	482.7	40	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	490.7	478.1	-12.6	493.3	30	0	Path Forward: Declined
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	496.5	491.1	-5.4	499.5	197	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.8	784	2	Typical Growth - Low
Lowest Performing	40.2	117	2	Typical Growth - Low
High Needs	41.9	303	2	Typical Growth - Low
English Learners and Former English Learners	49.7	61	2	Typical Growth - Low
Low Income	40.6	210	2	Typical Growth - Low
Students with Disabilities	40.1	134	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	18	-	-
Black or African American	41.4	109	2	Typical Growth - Low
Hispanic or Latino	37.9	70	1	Low Growth
Multi-Race, Not Hispanic or Latino	47.3	27	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	4	-	-
White	41.6	556	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.9	775	2	Typical Growth - Low
Lowest Performing	42.0	117	2	Typical Growth - Low
High Needs	42.4	302	2	Typical Growth - Low
English Learners and Former English Learners	44.0	61	2	Typical Growth - Low
Low Income	43.1	208	2	Typical Growth - Low
Students with Disabilities	38.2	135	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	18	-	-
Black or African American	47.5	108	2	Typical Growth - Low
Hispanic or Latino	38.2	66	1	Low Growth
Multi-Race, Not Hispanic or Latino	47.3	28	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	4	-	-
White	43.2	551	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	45.5	40.0	-5.5	50.7	25	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	45.5	40.0	-5.5	50.7	25	0	Declined
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	9.6	8.4	-1.2	8.3	865	3	Met Target
Lowest Performing	11.5	9.3	-2.2	8.0	118	2	Improved Below Target
High Needs	16.0	15.2	-0.8	13.4	361	2	Improved Below Target
English Learners and Former English Learners	15.8	14.1	-1.7	12.8	78	2	Improved Below Target
Low Income	18.7	17.8	-0.9	15.0	258	2	Improved Below Target
Students with Disabilities	14.0	17.0	3.0	10.7	159	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	21	-	-
Black or African American	9.5	7.8	-1.7	6.0	128	3	Met Target
Hispanic or Latino	16.4	18.2	1.8	12.7	88	0	Declined
Multi-Race, Not Hispanic or Latino	10.0	12.5	2.5	8.7	32	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	4	-	-
White	8.5	6.8	-1.7	7.1	592	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	842	825	98	Yes	1	842	819	97	Yes	1	277	264	95	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	343	331	343	330	112	102	798	763	96	Yes	1
English Learners and Former English Learners	70	68	70	66	26	25	166	159	96	Yes	1
Low Income	241	232	241	231	80	72	562	535	95	Yes	1
Students with Disabilities	158	151	158	151	47	41	363	343	96	Yes	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	20	20	20	20	5	5	45	45	100	Yes	1
Black or African American	125	124	125	121	35	32	285	277	97	Yes	1
Hispanic or Latino	80	79	80	75	20	19	180	173	96	Yes	1
Multi-Race, Not Hispanic or Latino	31	28	31	29	8	8	70	65	96	Yes	2
Native Hawaiian or Other Pacific Islander	4	4	4	4	2	2	10	-	-	-	-
White	582	570	582	570	207	198	1,371	1,338	98	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