Massachusetts School and District Profiles

Dover-Sherborn Regional Middle School

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Schools

2025

2025 Official Accountability Report - Dover-Sherborn Regional Middle School

Organization Information

DISTRICT NAME
Dover-Sherborn (06550000)

TITLE I STATUS
Title I School

SCHOOL
Dover-Sherborn Regional Middle School (06550405)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
74% - Substantial progress toward targets	91

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	82%	68%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	74%
	Substantial 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	4	4	-	3	4	-
	Mathematics achievement	4	4	-	0	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	67.5	3	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		9.2	10.3	-	3.6	7.6	-
Percentage of possible points		89%		-	47%		-
2025 Annual criterion-referenced target percentage		68%

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	4	4	-	2	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		9.9	10.3	-	5.2	7.6	-
Percentage of possible points		96%		-	68%		-
2024 Annual criterion-referenced target percentage		82%

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	70%	15%
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	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%		-
2025 Annual criterion-referenced target percentage		15%

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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	3	4	-
	Achievement total	9	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		7.2	10.3	-
Percentage of possible points		70%		-
2024 Annual criterion-referenced target percentage		70%

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	510.2	509.3	-0.9	513.2	458	4	Recovery Path: Exceeded Target
Lowest Performing	483.8	491.0	7.2	490.8	73	3	Recovery Path: Met Target
High Needs	494.9	491.7	-3.2	496.1	102	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	498.5	490.2	-8.3	500.6	30	0	Path Forward: Declined
Students with Disabilities	487.2	487.4	0.2	489.7	72	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	521.3	520.2	-1.1	523.4	59	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	22	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	511.8	513.6	1.8	515.0	32	4	Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.5	508.1	-0.4	511.0	330	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	512.9	512.7	-0.2	515.1	458	4	Recovery Path: Exceeded Target
Lowest Performing	490.0	488.0	-2.0	493.2	73	0	Recovery Path: Declined
High Needs	499.5	494.7	-4.8	502.0	101	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	501.9	490.1	-11.8	504.3	30	0	Path Forward: Declined
Students with Disabilities	491.8	489.2	-2.6	493.6	71	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	533.8	532.4	-1.4	536.8	59	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	22	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	512.9	514.8	1.9	515.3	32	4	Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.7	510.7	1.0	511.6	330	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	514.7	509.1	-5.6	516.0	162	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	40	-	-
High Needs	500.2	494.8	-5.4	503.7	35	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	494.1	492.5	-1.6	498.3	26	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	26	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	512.1	507.1	-5.0	514.0	111	3	Recovery Path: Met Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	52.1	448	3	Typical Growth - High
Lowest Performing	57.5	73	3	Typical Growth - High
High Needs	51.9	98	3	Typical Growth - High
English Learners and Former English Learners	-	11	-	-
Low Income	46.6	28	2	Typical Growth - Low
Students with Disabilities	51.6	69	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	50.8	55	3	Typical Growth - High
Black or African American	-	22	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	49.5	31	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.4	325	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	53.5	450	3	Typical Growth - High
Lowest Performing	45.5	73	2	Typical Growth - Low
High Needs	45.4	99	2	Typical Growth - Low
English Learners and Former English Learners	-	12	-	-
Low Income	38.1	28	1	Low Growth
Students with Disabilities	45.0	69	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	59.8	56	3	Typical Growth - High
Black or African American	-	22	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	51.4	31	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.7	326	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	6.7	5.3	-1.4	5.6	473	4	Exceeded Target
Lowest Performing	9.5	5.5	-4.0	6.2	73	4	Exceeded Target
High Needs	9.2	3.8	-5.4	7.1	104	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	10.3	9.1	-1.2	6.0	33	3	Met Target
Students with Disabilities	10.5	4.3	-6.2	8.0	70	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	3.6	3.2	-0.4	1.5	62	4	Exceeded Target
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	9.1	6.3	-2.8	8.0	32	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.9	6.2	-0.7	5.7	340	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	471	465	99	Yes	1	470	464	99	Yes	1	167	164	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	104	104	104	103	35	35	243	242	100	Yes	1
English Learners and Former English Learners	12	12	12	12	1	1	25	-	-	-	-
Low Income	32	32	32	32	14	14	78	78	100	Yes	1
Students with Disabilities	73	73	73	72	26	26	172	171	99	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	62	62	61	61	27	27	150	150	100	Yes	1
Black or African American	24	24	24	24	4	4	52	52	100	Yes	1
Hispanic or Latino	14	14	14	14	5	5	33	-	-	-	-
Multi-Race, Not Hispanic or Latino	32	32	32	32	16	16	80	80	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	338	332	338	332	115	112	791	776	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