Massachusetts School and District Profiles

Dover-Sherborn Regional Middle School

Districts Schools
Select an Org
print page

2018 Official Accountability Report - Dover-Sherborn Regional Middle School

Organization Information
DISTRICT NAME
Dover-Sherborn (06550000)
TITLE I STATUS
Title I School
SCHOOL
Dover-Sherborn Regional Middle School (06550405)
GRADES SERVED
06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Overall results

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 achievement44-34-
Mathematics achievement44-34-
Science achievement44----
Achievement total121267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-24-
Growth total6822.55822.5
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 total9.910.3-5.27.6-
Percentage of possible points 96%-68%-
Criterion-referenced target percentage82%
Meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-
Mathematics achievement34-
Science achievement04-
Achievement total41267.5
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 total3.810.3-
Percentage of possible points 37%-
Criterion-referenced target percentage37%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 86

Detailed data for each indicator

English language arts achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 518.5 518.4 -0.1 520.2 5214Exceeded Target
Lowest Performing 497.7 501.1 3.4 501.6 863Met Target
High needs 500.9 500.9 0.0 502.5 1051No Change
Econ. Disadvantaged---- 17--
EL and Former EL---- 15--
Students w/ disabilities 499.2 497.2 -2.0 500.5 823Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 523.7 528.7 5.0 525.6 544Exceeded Target
Afr. Amer./Black---- 15--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat. 526.6 520.9 -5.7 528.2 254Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 518.3 518.1 -0.2 519.9 4084Exceeded Target

Mathematics achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 517.4 514.8 -2.6 518.6 5214Exceeded Target
Lowest Performing 495.3 493.8 -1.5 498.1 863Met Target
High needs 501.0 500.6 -0.4 502.4 1053Met Target
Econ. Disadvantaged---- 17--
EL and Former EL---- 15--
Students w/ disabilities 498.9 498.0 -0.9 500.7 823Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 530.3 532.9 2.6 532.7 544Exceeded Target
Afr. Amer./Black---- 15--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat. 525.4 517.1 -8.3 526.9 254Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 516.8 513.5 -3.3 518.1 4084Exceeded Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 92.6 90.9 -1.7 94.8 1794Exceeded Target
Lowest Performing-------
High needs 77.1 69.5 -7.6 80.3 320Declined
Econ. Disadvantaged---- 6--
EL and Former EL---- 3--
Students w/ disabilities 75.9 65.7 -10.2 78.8 270Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 20--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 93.3 91.5 -1.8 95.4 1414Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.2 50.0 4993Met Target
Lowest Performing 57.9 50.0 863Met Target
High needs 52.7 50.0 993Met Target
Econ. Disadvantaged-- 16--
EL and Former EL-- 13--
Students w/ disabilities 51.1 50.0 783Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 63.6 50.0 504Exceeded Target
Afr. Amer./Black-- 15--
Hispanic/Latino-- 17--
Multi-race, Non-Hisp./Lat. 50.5 50.0 253Met Target
Nat. Haw. or Pacif. Isl.-----
White 58.7 50.0 3913Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.4 50.0 5013Met Target
Lowest Performing 45.5 50.0 862Below Target
High needs 49.4 50.0 992Below Target
Econ. Disadvantaged-- 16--
EL and Former EL-- 13--
Students w/ disabilities 48.9 50.0 782Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 67.3 50.0 514Exceeded Target
Afr. Amer./Black-- 15--
Hispanic/Latino-- 17--
Multi-race, Non-Hisp./Lat. 46.1 50.0 252Below Target
Nat. Haw. or Pacif. Isl.-----
White 50.2 50.0 3923Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL-------
Students w/ disabilities-------
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White-------

Chronic absenteeism - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 2.7 2.8 -0.1 1.7 5314Exceeded Target
Lowest Performing 3.5 4.7 -1.2 0.3 860Declined
High needs 6.2 7.7 -1.5 4.2 1040Declined
Econ. Disadvantaged---- 13--
EL and Former EL---- 17--
Students w/ disabilities 2.6 6.0 -3.4 0.0 830Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 2.2 1.8 0.4 0.0 574Exceeded Target
Afr. Amer./Black---- 15--
Hispanic/Latino---- 20--
Multi-race, Non-Hisp./Lat. 0.0 0.0 0.0 0.0 254Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 2.4 2.9 -0.5 1.3 4134Exceeded Target

Assessment participation
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 526 525100Yes 1 527 527100Yes 1 181 181100Yes 1
Lowest Performing---------------
High needs 108 10799Yes 1 109 109100Yes 1 34 34100Yes 1
Econ. Disadvantaged 18---- 19---- 7----
EL and Former EL 17---- 17---- 4----
Students w/ disabilities 83 83100Yes 1 83 83100Yes 1 27 27100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 56 56100Yes 1 56 56100Yes 1 21 21100Yes 1
Afr. Amer./Black 15---- 15---- 5----
Hispanic/Latino 20 20100Yes 1 20 20100Yes 1 6----
Multi-race, Non-Hisp./Lat. 25 25100Yes 1 25 25100Yes 1 7----
Nat. Haw. or Pacif. Isl.---------------
White 409 408100Yes 1 410 410100Yes 1 142 142100Yes 1


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 without required assistance or intervention. The reason(s) for the district or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines information about 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 criterion-referenced target percentage of 75% or higher.

The 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)

Weighted total of possible points = (Total achievement possible points x Achievement weight) + (Total growth possible points x Growth weight) + (Total high school completion possible points x high school completion weight) + (EL progress possible points x EL progress weight) + (Total additional indicator possible points x Additional indicator weight)

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 data for all accountability indicators. School percentiles are not calculated for districts.

Determination of need for special education technical assistance or intervention: The U.S. Department of Education requires Massachusetts to determine which districts (including single school districts) have specific needs for technical assistance or intervention in the area of special education. A district's determination is based on four categories: Meets Requirements (MR); Needs Assistance (NA); Needs Intervention (NI); and Needs Substantial Intervention (NSI). In most cases these categories correspond to the district's results, except when the district has specific compliance needs. This designation helps signal whether outcomes for all students in the district indicate progress, including that of students with disabilities, or whether technical assistance and/or intervention is needed to improve outcomes for all children, especially students with disabilities.


Resources
Interpretive Materials Interpretive Materials
Glossary of 2018 Accountability Terms Glossary of 2018 Accountability Terms

School and District Profiles