Massachusetts School and District Profiles

Gateway Regional Middle School

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Schools

2024

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2024 Official Accountability Report - Gateway Regional Middle School

Organization Information

DISTRICT NAME
Gateway (06720000)

TITLE I STATUS
Non-Title I School

SCHOOL
Gateway Regional Middle School (06720405)

GRADES SERVED
06,07,08

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
27% - Moderate progress toward targets	17

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	20%	32%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	27%
	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	2	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	67.5	2	8	67.5
Growth	English language arts growth	1	4	-	0	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	2	8	22.5	2	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		3.6	10.3	-	2.2	7.6	-
Percentage of possible points		35%		-	29%		-
2024 Annual criterion-referenced target percentage		32%

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	0	4	-	0	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	2	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	2	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	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		0.8	10.3	-	2.4	7.6	-
Percentage of possible points		8%		-	32%		-
2023 Annual criterion-referenced target percentage		20%

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	28%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	45%
	Moderate 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	3	4	-
	Science achievement	4	4	-
	Achievement total	7	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	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	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	1	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	3	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	1	4	-
	Growth total	2	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		2.9	10.3	-
Percentage of possible points		28%		-
2023 Annual criterion-referenced target percentage		28%

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	486.2	484.6	-1.6	488.8	183	0	Recovery Path: Declined
Lowest Performing	462.8	456.4	-6.4	467.9	23	0	Path Forward: Declined
High Needs	481.6	478.9	-2.7	484.6	114	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	482.3	481.8	-0.5	485.4	94	1	Recovery Path: No Change
Students with Disabilities	467.6	460.4	-7.2	470.4	39	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	486.9	485.7	-1.2	489.5	169	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	487.3	488.5	1.2	489.9	181	2	Recovery Path: Improved Below Target
Lowest Performing	471.4	473.6	2.2	475.7	22	2	Recovery Path: Improved Below Target
High Needs	482.7	484.6	1.9	484.9	112	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	482.8	486.0	3.2	484.7	92	4	Recovery Path: Exceeded Target
Students with Disabilities	471.6	472.5	0.9	475.3	38	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.9	488.8	0.9	489.8	167	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	489.6	492.5	2.9	493.9	60	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	9	-	-
High Needs	483.3	488.8	5.5	487.6	35	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	482.3	489.3	7.0	486.4	31	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.9	492.9	3.0	494.8	57	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	36.6	168	1	Low Growth
Lowest Performing	26.6	23	0	Very Low Growth
High Needs	33.3	101	1	Low Growth
English Learners and Former English Learners	-	9	-	-
Low Income	35.3	84	1	Low Growth
Students with Disabilities	29.2	33	0	Very Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	37.6	156	1	Low Growth

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	39.8	168	1	Low Growth
Lowest Performing	43.1	22	2	Typical Growth - Low
High Needs	40.2	100	2	Typical Growth - Low
English Learners and Former English Learners	-	9	-	-
Low Income	41.2	83	2	Typical Growth - Low
Students with Disabilities	35.8	33	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	39.1	156	1	Low Growth

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	27.3	19.8	-7.5	25.1	197	4	Exceeded Target
Lowest Performing	36.0	21.7	-14.3	31.1	23	4	Exceeded Target
High Needs	35.2	26.4	-8.8	32.7	125	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	35.4	23.8	-11.6	32.7	105	4	Exceeded Target
Students with Disabilities	34.7	31.7	-3.0	30.4	41	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	25.8	20.0	-5.8	22.9	180	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	189	189	100	Yes	1	186	185	99	Yes	1	61	61	100	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	120	117	116	36	36	273	272	100	Yes	1
English Learners and Former English Learners	12	12	12	12	4	4	28	-	-	-	-
Low Income	100	100	97	96	32	32	229	228	100	Yes	1
Students with Disabilities	40	40	40	39	10	10	90	89	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	1	1	1	1	0	-	2	-	-	-	-
Black or African American	-	-	-	-	-	-	-	-	-	-	-
Hispanic or Latino	11	11	11	11	2	2	24	-	-	-	-
Multi-Race, Not Hispanic or Latino	5	5	5	5	2	2	12	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	172	172	169	168	57	57	398	397	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