Massachusetts School and District Profiles

Amesbury Middle

Districts
Schools

2024

2024 Official Accountability Report - Amesbury Middle

Organization Information

DISTRICT NAME
Amesbury (00070000)

TITLE I STATUS
Non-Title I School

SCHOOL
Amesbury Middle (00070013)

GRADES SERVED
06,07,08

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
42% - Moderate progress toward targets	37

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	56%	33%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	42%
	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	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	3	12	67.5	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	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	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		3.3	10.3	-	2.5	7.6	-
Percentage of possible points		32%		-	33%		-
2024 Annual criterion-referenced target percentage		33%

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	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	67.5	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	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	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		4.0	10.3	-	5.6	7.6	-
Percentage of possible points		39%		-	74%		-
2023 Annual criterion-referenced target percentage		56%

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	18%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	13%
	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	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%		-
2024 Annual criterion-referenced target percentage		11%

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	1	4	-
	Science achievement	0	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		1.8	10.3	-
Percentage of possible points		18%		-
2023 Annual criterion-referenced target percentage		18%

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	493.0	491.4	-1.6	495.7	400	0	Recovery Path: Declined
Lowest Performing	464.9	463.6	-1.3	472.1	90	0	Recovery Path: Declined
High Needs	481.0	476.7	-4.3	483.0	185	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	482.8	479.3	-3.5	485.4	142	0	Recovery Path: Declined
Students with Disabilities	469.3	465.1	-4.2	471.8	98	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	489.5	486.7	-2.8	492.5	45	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.7	492.3	-1.4	496.4	323	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	494.5	492.9	-1.6	497.0	399	0	Recovery Path: Declined
Lowest Performing	470.1	471.4	1.3	474.5	89	2	Recovery Path: Improved Below Target
High Needs	482.7	480.6	-2.1	484.5	184	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	484.3	482.3	-2.0	486.7	141	0	Recovery Path: Declined
Students with Disabilities	472.2	471.6	-0.6	474.3	97	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	489.5	488.4	-1.1	491.9	45	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.9	493.9	-2.0	498.4	323	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	492.2	494.3	2.1	494.0	144	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	25	-	-
High Needs	480.9	479.4	-1.5	484.7	56	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	483.5	482.4	-1.1	485.9	38	0	Recovery Path: Declined
Students with Disabilities	468.3	471.1	2.8	472.1	36	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.4	495.7	1.3	498.1	120	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	47.2	382	2	Typical Growth - Low
Lowest Performing	47.1	90	2	Typical Growth - Low
High Needs	44.2	172	2	Typical Growth - Low
English Learners and Former English Learners	-	11	-	-
Low Income	44.8	135	2	Typical Growth - Low
Students with Disabilities	41.5	86	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	5	-	-
Black or African American	-	9	-	-
Hispanic or Latino	49.3	43	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.6	307	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	49.2	384	2	Typical Growth - Low
Lowest Performing	49.0	89	2	Typical Growth - Low
High Needs	48.1	174	2	Typical Growth - Low
English Learners and Former English Learners	-	11	-	-
Low Income	47.5	137	2	Typical Growth - Low
Students with Disabilities	49.1	87	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	5	-	-
Black or African American	-	9	-	-
Hispanic or Latino	48.4	45	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.9	308	2	Typical Growth - Low

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	23.5	20.4	-3.1	22.0	422	4	Exceeded Target
Lowest Performing	26.6	24.4	-2.2	22.0	90	2	Improved Below Target
High Needs	35.4	33.7	-1.7	33.0	202	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	40.8	38.9	-1.9	37.6	157	2	Improved Below Target
Students with Disabilities	32.9	35.2	2.3	29.3	105	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	36.1	28.6	-7.5	31.9	49	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	20.1	18.0	-2.1	18.3	338	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	414	408	99	Yes	1	414	407	98	Yes	1	148	145	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	196	190	196	189	59	56	451	435	96	Yes	1
English Learners and Former English Learners	13	13	13	13	4	4	30	-	-	-	-
Low Income	151	145	151	144	41	38	343	327	95	Yes	1
Students with Disabilities	104	99	104	98	38	36	246	233	95	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	5	5	5	5	1	1	11	-	-	-	-
Black or African American	9	9	9	9	4	4	22	-	-	-	-
Hispanic or Latino	48	47	48	47	13	12	109	106	97	Yes	1
Multi-Race, Not Hispanic or Latino	18	18	18	17	6	6	42	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	332	327	332	327	123	121	787	775	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