Massachusetts School and District Profiles

Masconomet Regional Middle School

Districts
Schools

2024

2024 Official Accountability Report - Masconomet Regional Middle School

Organization Information

DISTRICT NAME
Masconomet (07050000)

TITLE I STATUS
Title I School

SCHOOL
Masconomet Regional Middle School (07050405)

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
41% - Moderate progress toward targets	73

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	33%	47%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	41%
	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	3	4	-	0	4	-
	Mathematics achievement	0	4	-	3	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	6	12	67.5	3	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	3	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		5.4	10.3	-	3.2	7.6	-
Percentage of possible points		52%		-	42%		-
2024 Annual criterion-referenced target percentage		47%

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	3	4	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	6	12	67.5	0	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	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	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		5.5	10.3	-	0.9	7.6	-
Percentage of possible points		53%		-	12%		-
2023 Annual criterion-referenced target percentage		33%

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	15%	13%
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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.3	10.3	-
Percentage of possible points		13%		-
2024 Annual criterion-referenced target percentage		13%

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	0	4	-
	Achievement total	0	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		1.5	10.3	-
Percentage of possible points		15%		-
2023 Annual criterion-referenced target percentage		15%

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	506.7	504.2	-2.5	509.3	553	3	Recovery Path: Met Target
Lowest Performing	485.6	478.3	-7.3	489.8	70	0	Recovery Path: Declined
High Needs	491.7	486.7	-5.0	493.9	151	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	493.4	486.3	-7.1	496.7	71	0	Recovery Path: Declined
Students with Disabilities	487.9	483.8	-4.1	490.6	103	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	498.8	493.8	-5.0	501.4	28	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.5	504.2	-2.3	509.1	485	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	503.8	503.2	-0.6	505.7	551	0	Recovery Path: Declined
Lowest Performing	482.4	486.8	4.4	486.8	70	3	Recovery Path: Met Target
High Needs	490.5	489.6	-0.9	492.2	149	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	494.8	488.5	-6.3	497.2	70	0	Path Forward: Declined
Students with Disabilities	486.6	487.4	0.8	489.8	102	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	496.5	493.8	-2.7	499.4	28	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.6	503.1	-0.5	505.5	483	1	Recovery Path: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	508.7	506.5	-2.2	511.5	266	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	70	-	-
High Needs	493.5	492.6	-0.9	495.6	76	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	495.4	492.4	-3.0	497.8	27	0	Recovery Path: Declined
Students with Disabilities	492.0	490.8	-1.2	494.3	56	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.6	506.5	-2.1	511.3	231	3	Recovery Path: Met Target

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	48.5	545	2	Typical Growth - Low
Lowest Performing	34.9	70	1	Low Growth
High Needs	45.9	146	2	Typical Growth - Low
English Learners and Former English Learners	-	7	-	-
Low Income	43.9	68	2	Typical Growth - Low
Students with Disabilities	47.8	98	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	15	-	-
Black or African American	-	4	-	-
Hispanic or Latino	51.4	28	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.0	480	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	41.9	544	2	Typical Growth - Low
Lowest Performing	52.1	70	3	Typical Growth - High
High Needs	43.9	145	2	Typical Growth - Low
English Learners and Former English Learners	-	7	-	-
Low Income	43.5	67	2	Typical Growth - Low
Students with Disabilities	44.6	98	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	15	-	-
Black or African American	-	4	-	-
Hispanic or Latino	48.7	28	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.2	479	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	14.6	11.9	-2.7	13.5	565	4	Exceeded Target
Lowest Performing	11.1	8.6	-2.5	7.8	70	3	Met Target
High Needs	21.2	16.6	-4.6	19.1	151	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	27.1	29.3	2.2	22.8	75	0	Declined
Students with Disabilities	21.4	9.3	-12.1	18.9	97	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	22.7	23.3	0.6	18.5	30	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	14.7	11.5	-3.2	13.5	495	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	560	559	100	Yes	1	561	558	99	Yes	1	272	269	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	154	154	154	152	80	77	388	383	99	Yes	1
English Learners and Former English Learners	7	7	7	7	4	4	18	-	-	-	-
Low Income	73	73	73	72	30	28	176	173	98	Yes	1
Students with Disabilities	104	104	104	103	57	56	265	263	99	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	15	15	15	15	9	9	39	-	-	-	-
Black or African American	5	5	5	5	4	4	14	-	-	-	-
Hispanic or Latino	30	30	30	30	12	12	72	72	100	Yes	1
Multi-Race, Not Hispanic or Latino	19	19	19	19	10	10	48	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	490	489	491	488	236	233	1,217	1,210	99	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