Massachusetts School and District Profiles

Doherty Middle

Districts
Schools

2024

2024 Official Accountability Report - Doherty Middle

Organization Information

DISTRICT NAME
Andover (00090000)

TITLE I STATUS
Non-Title I School

SCHOOL
Doherty Middle (00090305)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
75% - Meeting or exceeding targets	90

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	74%	76%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	75%
	Meeting or exceeding targets

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	4	4	-	3	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	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	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		9.2	10.3	-	4.7	7.6	-
Percentage of possible points		89%		-	62%		-
2024 Annual criterion-referenced target percentage		76%

2023 Points awarded

2023 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	4	4	-	4	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	67.5	4	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	2	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		9.2	10.3	-	4.5	7.6	-
Percentage of possible points		89%		-	59%		-
2023 Annual criterion-referenced target percentage		74%

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

	2023	2024
Annual criterion-referenced target percentage	54%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	56%
	Substantial progress toward targets

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	1	4	-
	Mathematics achievement	2	4	-
	Science achievement	3	4	-
	Achievement total	6	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		5.8	10.3	-
Percentage of possible points		56%		-
2024 Annual criterion-referenced target percentage		56%

2023 Points awarded

2023 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	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	4	4	-
	Achievement total	6	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		5.6	10.3	-
Percentage of possible points		54%		-
2023 Annual criterion-referenced target percentage		54%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	514.1	511.1	-3.0	515.5	456	4	Path Forward: Exceeded Target
Lowest Performing	485.3	489.2	3.9	489.4	72	3	Recovery Path: Met Target
High Needs	494.0	493.5	-0.5	496.3	117	1	Path Forward: No Change
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	492.0	496.2	4.2	494.1	38	4	Path Forward: Exceeded Target
Students with Disabilities	487.4	488.3	0.9	489.8	85	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	527.4	522.6	-4.8	529.5	38	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	498.9	492.5	-6.4	501.5	23	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.7	511.3	-2.4	515.2	368	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	507.6	506.9	-0.7	509.1	457	3	Path Forward: Met Target
Lowest Performing	481.6	485.6	4.0	486.7	72	2	Path Forward: Improved Below Target
High Needs	491.0	492.1	1.1	493.5	119	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	488.1	492.0	3.9	490.5	38	4	Path Forward: Exceeded Target
Students with Disabilities	484.8	488.5	3.7	488.0	87	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	529.1	523.2	-5.9	532.1	38	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	491.3	491.8	0.5	494.2	24	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.0	506.3	0.3	507.7	368	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	520.2	513.5	-6.7	522.4	156	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	41	-	-
High Needs	501.7	498.2	-3.5	505.2	31	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	15	-	-
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	517.6	513.2	-4.4	519.8	122	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	50.1	443	3	Typical Growth - High
Lowest Performing	55.5	72	3	Typical Growth - High
High Needs	52.2	113	3	Typical Growth - High
English Learners and Former English Learners	-	12	-	-
Low Income	56.0	37	3	Typical Growth - High
Students with Disabilities	52.2	82	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	54.5	36	3	Typical Growth - High
Black or African American	-	7	-	-
Hispanic or Latino	40.5	22	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.7	359	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	50.6	445	3	Typical Growth - High
Lowest Performing	57.2	72	3	Typical Growth - High
High Needs	50.7	115	3	Typical Growth - High
English Learners and Former English Learners	-	12	-	-
Low Income	56.1	37	3	Typical Growth - High
Students with Disabilities	50.0	84	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	48.3	36	2	Typical Growth - Low
Black or African American	-	7	-	-
Hispanic or Latino	53.7	23	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.4	360	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2023 Rate (%)	2024 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	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	6.3	4.1	-2.2	5.2	468	4	Exceeded Target
Lowest Performing	9.6	11.0	1.4	6.3	73	0	Declined
High Needs	13.4	9.4	-4.0	11.3	117	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	20.0	9.5	-10.5	15.7	42	4	Exceeded Target
Students with Disabilities	14.3	10.0	-4.3	11.8	80	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	0.0	0.0	0.0	1.0	39	4	Exceeded Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	11.1	7.7	-3.4	6.9	26	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.0	4.3	-2.7	5.8	375	4	Exceeded 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	465	463	100	Yes	1	465	464	100	Yes	1	157	156	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	122	121	123	123	31	31	276	275	100	Yes	1
English Learners and Former English Learners	13	13	13	13	2	2	28	-	-	-	-
Low Income	42	42	42	42	15	15	99	99	100	Yes	1
Students with Disabilities	87	86	88	88	19	19	194	193	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	39	39	39	39	12	12	90	90	100	Yes	1
Black or African American	8	8	8	8	2	2	18	-	-	-	-
Hispanic or Latino	26	24	26	25	13	12	65	61	97	Yes	2
Multi-Race, Not Hispanic or Latino	19	19	19	19	8	8	46	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	373	373	373	373	122	122	868	868	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