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James M. Quinn School
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2025
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2025 Official Accountability Report - James M. Quinn School
Organization Information
DISTRICT NAME
Dartmouth (00720000)		TITLE I STATUS
Title I School
SCHOOL
James M. Quinn School (00720040)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
73% - Substantial progress toward targets67

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage87%63%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		73%
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 achievement14-34-
Mathematics achievement14-44-
Science achievement24----
Achievement total41267.57867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-44-
Growth total6822.57822.5
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 absenteeism04-34-
Advanced coursework completion------
Additional indicators total0410.03410.0
Weighted total4.110.3-6.67.6-
Percentage of possible points 40%-87%-
2025 Annual criterion-referenced target percentage63%

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 achievement24-44-
Mathematics achievement34-44-
Science achievement44----
Achievement total91267.58867.5
GrowthEnglish language arts growth34-44-
Mathematics growth34-44-
Growth total6822.58822.5
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 absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total7.810.3-7.47.6-
Percentage of possible points 76%-97%-
2024 Annual criterion-referenced target percentage87%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
78

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage70%44%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		54%
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 achievement14-
Mathematics achievement24-
Science achievement24-
Achievement total51267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 total4.510.3-
Percentage of possible points 44%-
2025 Annual criterion-referenced target percentage44%

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 achievement24-
Mathematics achievement24-
Science achievement44-
Achievement total81267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total7.210.3-
Percentage of possible points 70%-
2024 Annual criterion-referenced target percentage70%

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 498.3 498.0 -0.3 501.3 3781Recovery Path: No Change
Lowest Performing 475.3 480.7 5.4 480.4 563Path Forward: Met Target
High Needs 490.4 490.1 -0.3 492.6 1811Recovery Path: No Change
English Learners and Former English Learners 496.6 496.8 0.2 499.0 263Path Forward: Met Target
Low Income 491.1 490.9 -0.2 494.1 1261Recovery Path: No Change
Students with Disabilities 484.1 480.5 -3.6 486.7 910Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 9--
Black or African American---- 4--
Hispanic or Latino---- 33--
Multi-Race, Not Hispanic or Latino 505.0 505.2 0.2 507.5 243Recovery Path: Met Target
Native Hawaiian or Other Pacific Islander-------
White 498.5 498.0 -0.5 501.5 3081Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 501.0 500.6 -0.4 503.1 3791Path Forward: No Change
Lowest Performing 477.3 485.3 8.0 482.4 564Path Forward: Exceeded Target
High Needs 493.3 494.3 1.0 495.9 1822Path Forward: Improved Below Target
English Learners and Former English Learners 502.8 507.1 4.3 506.4 264Path Forward: Exceeded Target
Low Income 492.9 493.8 0.9 495.3 1272Path Forward: Improved Below Target
Students with Disabilities 486.5 485.6 -0.9 489.8 910Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 9--
Black or African American---- 4--
Hispanic or Latino---- 33--
Multi-Race, Not Hispanic or Latino 506.5 511.3 4.8 507.9 244Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander-------
White 501.3 500.4 -0.9 503.4 3090Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 497.5 498.6 1.1 499.7 1392Recovery Path: Improved Below Target
Lowest Performing---- 29--
High Needs 490.2 491.1 0.9 493.6 622Path Forward: Improved Below Target
English Learners and Former English Learners---- 9--
Low Income 493.8 491.1 -2.7 496.1 410Recovery Path: Declined
Students with Disabilities 481.1 487.8 6.7 485.6 344Path Forward: Exceeded Target
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 3--
Hispanic or Latino---- 9--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 498.2 499.2 1.0 500.2 1162Recovery Path: Improved Below Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 52.8 2323Typical Growth - High
Lowest Performing 55.5 563Typical Growth - High
High Needs 48.7 1022Typical Growth - Low
English Learners and Former English Learners- 16--
Low Income 47.1 672Typical Growth - Low
Students with Disabilities 40.5 502Typical Growth - Low
American Indian or Alaska Native----
Asian- 5--
Black or African American- 3--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 17--
Native Hawaiian or Other Pacific Islander----
White 51.8 1953Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 55.3 2343Typical Growth - High
Lowest Performing 60.1 564Exceeded Typical Growth
High Needs 53.0 1033Typical Growth - High
English Learners and Former English Learners- 16--
Low Income 52.3 683Typical Growth - High
Students with Disabilities 49.3 502Typical Growth - Low
American Indian or Alaska Native----
Asian- 5--
Black or African American- 3--
Hispanic or Latino- 13--
Multi-Race, Not Hispanic or Latino- 17--
Native Hawaiian or Other Pacific Islander----
White 54.0 1963Typical 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 8.5 9.2 0.7 7.2 6290Declined
Lowest Performing 11.9 8.9 -3.0 8.4 563Met Target
High Needs 11.9 13.8 1.9 9.3 2980Declined
English Learners and Former English Learners 15.2 13.2 -2.0 12.2 382Improved Below Target
Low Income 15.1 17.5 2.4 11.4 2120Declined
Students with Disabilities 15.2 15.2 0.0 11.9 1381No Change
American Indian or Alaska Native-------
Asian---- 15--
Black or African American---- 6--
Hispanic or Latino---- 50--
Multi-Race, Not Hispanic or Latino 15.6 20.5 4.9 14.3 390Declined
Native Hawaiian or Other Pacific Islander-------
White 7.3 8.9 1.6 5.9 5190Declined

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 388 38499Yes 1 388 38499Yes 1 142 14099Yes 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 187 184 187 185 64 63 438 43299Yes1
English Learners and Former English Learners 27 27 27 27 10 10 64 64100Yes1
Low Income 130 128 130 129 41 41 301 29899Yes1
Students with Disabilities 95 93 95 93 35 34 225 22098Yes1
American Indian or Alaska Native-----------
Asian 9 9 9 9 2 2 20----
Black or African American 4 4 4 4 3 3 11----
Hispanic or Latino 33 33 33 33 9 9 75 75100Yes1
Multi-Race, Not Hispanic or Latino 24 24 24 24 9 9 57 57100Yes1
Native Hawaiian or Other Pacific Islander-----------
White 317 313 317 313 119 117 753 74399Yes1


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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