Massachusetts School and District Profiles

Dorothy L Beckwith

Districts
Schools

2025

2025 Official Accountability Report - Dorothy L Beckwith

Organization Information

DISTRICT NAME
Dighton-Rehoboth (06500000)

TITLE I STATUS
Non-Title I School

SCHOOL
Dorothy L Beckwith (06500310)

GRADES SERVED
05,06,07,08

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
36% - Moderate progress toward targets	51

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	36%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	36%
	Moderate progress toward targets

2025 Points awarded

2025 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	-	0	4	-
	Mathematics achievement	2	4	-	0	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	67.5	0	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	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	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		5.6	10.3	-	1.2	7.6	-
Percentage of possible points		54%		-	16%		-
2025 Annual criterion-referenced target percentage		35%

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	2	4	-	1	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	67.5	3	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		3.5	10.3	-	2.9	7.6	-
Percentage of possible points		34%		-	38%		-
2024 Annual criterion-referenced target percentage		36%

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

	2024	2025
Annual criterion-referenced target percentage	39%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	37%
	Moderate progress toward targets

2025 Points awarded

2025 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	2	4	-
	Achievement total	4	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		3.6	10.3	-
Percentage of possible points		35%		-
2025 Annual criterion-referenced target percentage		35%

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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	4	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		4.0	10.3	-
Percentage of possible points		39%		-
2024 Annual criterion-referenced target percentage		39%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	493.7	494.6	0.9	496.2	463	2	Recovery Path: Improved Below Target
Lowest Performing	470.4	469.3	-1.1	475.5	85	0	Path Forward: Declined
High Needs	480.1	480.9	0.8	482.4	140	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	483.5	484.8	1.3	486.2	79	2	Recovery Path: Improved Below Target
Students with Disabilities	472.6	473.4	0.8	474.7	89	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	492.9	492.7	-0.2	495.4	23	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	504.7	503.4	-1.3	507.0	21	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.2	494.3	1.1	495.9	403	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	495.4	495.6	0.2	497.6	464	2	Recovery Path: Improved Below Target
Lowest Performing	476.3	474.8	-1.5	480.0	85	0	Recovery Path: Declined
High Needs	483.2	481.7	-1.5	485.3	139	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	484.8	485.2	0.4	487.1	78	2	Recovery Path: Improved Below Target
Students with Disabilities	478.4	475.4	-3.0	480.6	89	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	491.3	491.0	-0.3	493.9	23	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	494.3	499.8	5.5	496.8	21	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.7	495.8	0.1	497.8	404	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	496.8	498.9	2.1	500.4	238	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	37	-	-
High Needs	484.6	486.5	1.9	488.4	68	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	487.2	488.8	1.6	491.2	38	2	Path Forward: Improved Below Target
Students with Disabilities	480.4	481.9	1.5	484.2	44	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.1	499.9	2.8	500.8	207	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	47.9	454	2	Typical Growth - Low
Lowest Performing	44.5	85	2	Typical Growth - Low
High Needs	46.4	134	2	Typical Growth - Low
English Learners and Former English Learners	-	4	-	-
Low Income	48.8	76	2	Typical Growth - Low
Students with Disabilities	43.6	83	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	6	-	-
Black or African American	-	8	-	-
Hispanic or Latino	46.9	23	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	47.7	21	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.9	395	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	51.0	452	3	Typical Growth - High
Lowest Performing	45.7	85	2	Typical Growth - Low
High Needs	45.3	132	2	Typical Growth - Low
English Learners and Former English Learners	-	4	-	-
Low Income	48.4	74	2	Typical Growth - Low
Students with Disabilities	40.9	82	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	6	-	-
Black or African American	-	8	-	-
Hispanic or Latino	51.0	23	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	60.5	21	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.6	393	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2024 Rate (%)	2025 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	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	14.1	11.7	-2.4	12.6	479	4	Exceeded Target
Lowest Performing	14.8	10.6	-4.2	10.2	85	3	Met Target
High Needs	18.7	20.7	2.0	16.3	145	0	Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	23.9	26.4	2.5	20.7	87	0	Declined
Students with Disabilities	14.7	19.3	4.6	11.1	88	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	19.4	25.9	6.5	15.2	27	0	Declined
Multi-Race, Not Hispanic or Latino	26.1	9.1	-17.0	24.6	22	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	13.3	11.4	-1.9	11.5	413	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	471	467	99	Yes	1	470	467	99	Yes	1	239	239	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	144	143	143	141	69	69	356	353	99	Yes	1
English Learners and Former English Learners	5	5	5	5	2	2	12	-	-	-	-
Low Income	83	82	82	80	39	39	204	201	99	Yes	1
Students with Disabilities	91	90	91	90	44	44	226	224	99	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	6	6	6	6	5	5	17	-	-	-	-
Black or African American	9	9	9	9	7	7	25	-	-	-	-
Hispanic or Latino	24	24	23	23	8	8	55	55	100	Yes	1
Multi-Race, Not Hispanic or Latino	22	22	22	22	11	11	55	55	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	409	405	409	406	207	207	1,025	1,018	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