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Bourne Middle School
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2025 Official Accountability Report - Bourne Middle School
Organization Information
DISTRICT NAME
Bourne (00360000)		TITLE I STATUS
Non-Title I School
SCHOOL
Bourne Middle School (00360325)		GRADES SERVED
06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
55% - Substantial progress toward targets35

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage42%64%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		55%
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)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-34-
Mathematics achievement34-34-
Science achievement24----
Achievement total71267.56867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6822.55822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.110.3-5.27.6-
Percentage of possible points 59%-68%-
2025 Annual criterion-referenced target percentage64%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-24-
Mathematics achievement04-44-
Science achievement04----
Achievement total01267.56867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-34-
Growth total4822.56822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total1.310.3-5.47.6-
Percentage of possible points 13%-71%-
2024 Annual criterion-referenced target percentage42%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
40

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage24%79%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		57%
Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement44-
Science achievement24-
Achievement total101267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total8.110.3-
Percentage of possible points 79%-
2025 Annual criterion-referenced target percentage79%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement24-
Science achievement04-
Achievement total21267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total2.510.3-
Percentage of possible points 24%-
2024 Annual criterion-referenced target percentage24%

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 489.3 490.3 1.0 492.5 3742Recovery Path: Improved Below Target
Lowest Performing 456.9 462.1 5.2 462.0 643Path Forward: Met Target
High Needs 480.5 484.6 4.1 483.0 2004Recovery Path: Exceeded Target
English Learners and Former English Learners---- 15--
Low Income 483.2 486.5 3.3 485.8 1634Recovery Path: Exceeded Target
Students with Disabilities 467.3 473.0 5.7 470.3 814Recovery Path: Exceeded Target
American Indian or Alaska Native---- 2--
Asian---- 8--
Black or African American---- 4--
Hispanic or Latino---- 19--
Multi-Race, Not Hispanic or Latino 487.9 489.1 1.2 492.3 232Recovery Path: Improved Below Target
Native Hawaiian or Other Pacific Islander-------
White 489.7 490.8 1.1 492.9 3182Recovery 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 487.5 489.7 2.2 489.6 3753Recovery Path: Met Target
Lowest Performing 464.5 469.4 4.9 469.6 643Path Forward: Met Target
High Needs 481.0 483.9 2.9 482.7 2004Recovery Path: Exceeded Target
English Learners and Former English Learners---- 14--
Low Income 482.8 485.5 2.7 485.0 1623Recovery Path: Met Target
Students with Disabilities 471.9 475.2 3.3 474.1 824Recovery Path: Exceeded Target
American Indian or Alaska Native---- 2--
Asian---- 8--
Black or African American---- 4--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino 490.0 484.8 -5.2 492.1 230Recovery Path: Declined
Native Hawaiian or Other Pacific Islander-------
White 487.7 490.3 2.6 489.7 3204Recovery 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 489.3 490.3 1.0 492.9 1132Path Forward: Improved Below Target
Lowest Performing---- 28--
High Needs 482.1 484.8 2.7 485.9 572Path Forward: Improved Below Target
English Learners and Former English Learners---- 2--
Low Income 485.2 487.4 2.2 489.2 482Path Forward: Improved Below Target
Students with Disabilities 470.6 471.0 0.4 474.4 222Path Forward: Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 2--
Black or African American---- 1--
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 489.2 490.3 1.1 492.9 982Path Forward: Improved Below Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 52.5 3653Typical Growth - High
Lowest Performing 46.0 642Typical Growth - Low
High Needs 55.1 1953Typical Growth - High
English Learners and Former English Learners- 15--
Low Income 55.2 1593Typical Growth - High
Students with Disabilities 55.1 773Typical Growth - High
American Indian or Alaska Native- 2--
Asian- 8--
Black or African American- 4--
Hispanic or Latino- 19--
Multi-Race, Not Hispanic or Latino 61.1 234Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander----
White 51.8 3093Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 57.5 3673Typical Growth - High
Lowest Performing 56.1 643Typical Growth - High
High Needs 55.3 1963Typical Growth - High
English Learners and Former English Learners- 14--
Low Income 55.2 1593Typical Growth - High
Students with Disabilities 54.3 783Typical Growth - High
American Indian or Alaska Native- 2--
Asian- 8--
Black or African American- 4--
Hispanic or Latino- 18--
Multi-Race, Not Hispanic or Latino 56.1 233Typical Growth - High
Native Hawaiian or Other Pacific Islander----
White 58.4 3123Typical 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 16.1 21.6 5.5 14.6 4030Declined
Lowest Performing 12.1 26.6 14.5 7.5 640Declined
High Needs 22.9 29.0 6.1 20.5 2170Declined
English Learners and Former English Learners---- 17--
Low Income 25.6 30.9 5.3 22.4 1780Declined
Students with Disabilities 18.2 28.2 10.0 14.6 850Declined
American Indian or Alaska Native---- 2--
Asian---- 8--
Black or African American---- 9--
Hispanic or Latino---- 22--
Multi-Race, Not Hispanic or Latino 20.7 16.7 -4.0 19.2 244Exceeded Target
Native Hawaiian or Other Pacific Islander-------
White 15.5 20.4 4.9 13.7 3380Declined

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 392 38297Yes 1 388 38499Yes 1 125 11995Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 211 204 208 204 63 59 482 46797Yes1
English Learners and Former English Learners 16 16 16 15 2 2 34----
Low Income 173 167 170 166 54 50 397 38396Yes1
Students with Disabilities 84 82 84 83 25 23 193 18897Yes1
American Indian or Alaska Native 2 2 2 2 1 1 5----
Asian 8 8 8 8 2 2 18----
Black or African American 7 5 6 5 2 1 15----
Hispanic or Latino 21 20 21 19 6 5 48 4496Yes2
Multi-Race, Not Hispanic or Latino 24 24 24 24 8 8 56 56100Yes1
Native Hawaiian or Other Pacific Islander-----------
White 330 323 327 326 106 102 763 75198Yes1


About this report

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.


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