Massachusetts School and District Profiles

Pembroke Community Middle School

Districts
Schools

2024

2024 Official Accountability Report - Pembroke Community Middle School

Organization Information

DISTRICT NAME
Pembroke (02310000)

TITLE I STATUS
Title I School

SCHOOL
Pembroke Community Middle School (02310305)

GRADES SERVED
07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
46% - Moderate progress toward targets	57

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	63%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	46%
	Moderate progress toward 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	0	4	-	0	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	4	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	4	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	1	4	10.0
Weighted total		1.5	10.3	-	4.2	7.6	-
Percentage of possible points		15%		-	55%		-
2024 Annual criterion-referenced target percentage		35%

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	2	4	-	1	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	7	12	67.5	5	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	4	4	-	4	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		6.5	10.3	-	4.7	7.6	-
Percentage of possible points		63%		-	62%		-
2023 Annual criterion-referenced target percentage		62%

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	21%	15%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	17%
	Limited or no 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	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	3	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		1.5	10.3	-
Percentage of possible points		15%		-
2024 Annual criterion-referenced target percentage		15%

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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	1	4	-
	Achievement total	1	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	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		2.2	10.3	-
Percentage of possible points		21%		-
2023 Annual criterion-referenced target percentage		21%

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	497.3	495.1	-2.2	500.9	349	0	Recovery Path: Declined
Lowest Performing	475.8	474.0	-1.8	480.1	45	0	Recovery Path: Declined
High Needs	484.3	481.5	-2.8	487.1	116	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	489.3	485.8	-3.5	491.6	62	0	Path Forward: Declined
Students with Disabilities	475.9	474.4	-1.5	478.8	67	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.3	495.3	-2.0	500.6	327	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	504.9	502.6	-2.3	507.0	352	0	Path Forward: Declined
Lowest Performing	478.3	488.9	10.6	483.9	45	4	Recovery Path: Exceeded Target
High Needs	490.5	488.8	-1.7	493.1	116	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	493.0	493.8	0.8	495.4	63	2	Path Forward: Improved Below Target
Students with Disabilities	484.2	481.0	-3.2	487.5	66	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.0	503.1	-1.9	507.1	326	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	497.3	489.9	-7.4	500.0	190	0	Path Forward: Declined
Lowest Performing	-	-	-	-	46	-	-
High Needs	489.1	479.4	-9.7	492.5	66	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	493.3	482.4	-10.9	496.7	39	0	Path Forward: Declined
Students with Disabilities	482.7	472.9	-9.8	487.2	37	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.5	490.5	-7.0	500.5	177	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	43.2	345	2	Typical Growth - Low
Lowest Performing	45.0	45	2	Typical Growth - Low
High Needs	42.3	113	2	Typical Growth - Low
English Learners and Former English Learners	-	7	-	-
Low Income	43.5	61	2	Typical Growth - Low
Students with Disabilities	41.1	64	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	3	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.2	324	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	55.2	347	3	Typical Growth - High
Lowest Performing	72.2	45	4	Exceeded Typical Growth
High Needs	58.1	112	3	Typical Growth - High
English Learners and Former English Learners	-	7	-	-
Low Income	61.3	61	4	Exceeded Typical Growth
Students with Disabilities	53.7	62	3	Typical Growth - High
American Indian or Alaska Native	-	2	-	-
Asian	-	3	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.9	322	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	18.8	9.6	-9.2	17.5	363	4	Exceeded Target
Lowest Performing	19.1	19.6	0.5	15.6	46	1	No Change
High Needs	27.3	16.7	-10.6	24.7	120	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	30.1	17.9	-12.2	26.4	67	4	Exceeded Target
Students with Disabilities	31.1	18.8	-12.3	27.8	69	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	19.8	9.2	-10.6	18.4	337	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	360	352	98	Yes	1	360	355	99	Yes	1	195	191	98	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	120	117	120	117	69	67	309	301	97	Yes	1
English Learners and Former English Learners	7	7	7	7	3	3	17	-	-	-	-
Low Income	66	63	66	64	42	40	174	167	96	Yes	1
Students with Disabilities	69	67	69	66	38	37	176	170	97	Yes	1
American Indian or Alaska Native	2	1	2	2	0	-	4	-	-	-	-
Asian	3	3	3	3	1	1	7	-	-	-	-
Black or African American	2	2	2	2	1	1	5	-	-	-	-
Hispanic or Latino	7	7	7	7	4	4	18	-	-	-	-
Multi-Race, Not Hispanic or Latino	12	9	12	12	7	7	31	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	334	330	334	329	182	178	850	837	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