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Ipswich Middle School
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2025 Official Accountability Report - Ipswich Middle School
Organization Information
DISTRICT NAME
Ipswich (01440000)		TITLE I STATUS
Non-Title I School
SCHOOL
Ipswich Middle School (01440305)		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
56% - Substantial progress toward targets79

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage46%62%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		56%
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 achievement34-44-
Mathematics achievement24-24-
Science achievement04----
Achievement total51267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total5.010.3-5.87.6-
Percentage of possible points 49%-76%-
2025 Annual criterion-referenced target percentage62%

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 achievement34-34-
Mathematics achievement04-14-
Science achievement04----
Achievement total31267.54867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-34-
Growth total7822.56822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total3.910.3-4.17.6-
Percentage of possible points 38%-54%-
2024 Annual criterion-referenced target percentage46%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
68

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage19%18%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		18%
Limited or no 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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
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 total1.810.3-
Percentage of possible points 18%-
2025 Annual criterion-referenced target percentage18%

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 achievement04-
Science achievement14-
Achievement total11267.5
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 total2.010.3-
Percentage of possible points 19%-
2024 Annual criterion-referenced target percentage19%

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 504.7 505.6 0.9 508.2 3653Recovery Path: Met Target
Lowest Performing 471.1 476.4 5.3 475.2 654Recovery Path: Exceeded Target
High Needs 489.2 488.0 -1.2 491.5 1230Recovery Path: Declined
English Learners and Former English Learners---- 10--
Low Income 492.0 489.5 -2.5 494.6 690Recovery Path: Declined
Students with Disabilities 484.2 481.8 -2.4 486.5 790Recovery Path: Declined
American Indian or Alaska Native---- 1--
Asian---- 2--
Black or African American---- 3--
Hispanic or Latino 500.2 496.9 -3.3 503.2 343Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino---- 21--
Native Hawaiian or Other Pacific Islander-------
White 505.6 506.0 0.4 508.8 3043Recovery 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 499.7 500.0 0.3 502.0 3692Recovery Path: Improved Below Target
Lowest Performing 476.2 478.2 2.0 481.3 652Path Forward: Improved Below Target
High Needs 488.8 486.1 -2.7 491.3 1250Path Forward: Declined
English Learners and Former English Learners---- 10--
Low Income 489.8 486.3 -3.5 492.0 710Recovery Path: Declined
Students with Disabilities 485.7 482.8 -2.9 488.9 800Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 2--
Black or African American---- 3--
Hispanic or Latino 493.7 494.5 0.8 496.2 342Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 22--
Native Hawaiian or Other Pacific Islander-------
White 500.8 501.1 0.3 502.0 3072Recovery 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 501.2 497.9 -3.3 503.0 1310Recovery Path: Declined
Lowest Performing---- 30--
High Needs 490.0 483.3 -6.7 492.0 400Recovery Path: Declined
English Learners and Former English Learners---- 3--
Low Income 487.4 480.8 -6.6 491.8 240Path Forward: Declined
Students with Disabilities 488.9 481.7 -7.2 493.1 260Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 3--
Hispanic or Latino---- 9--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 503.1 499.6 -3.5 505.3 1100Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 56.7 3543Typical Growth - High
Lowest Performing 53.1 653Typical Growth - High
High Needs 50.9 1203Typical Growth - High
English Learners and Former English Learners- 9--
Low Income 46.3 682Typical Growth - Low
Students with Disabilities 50.8 773Typical Growth - High
American Indian or Alaska Native- 1--
Asian- 2--
Black or African American- 2--
Hispanic or Latino 55.7 323Typical Growth - High
Multi-Race, Not Hispanic or Latino- 20--
Native Hawaiian or Other Pacific Islander----
White 56.0 2973Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 53.9 3603Typical Growth - High
Lowest Performing 56.5 653Typical Growth - High
High Needs 53.3 1223Typical Growth - High
English Learners and Former English Learners- 9--
Low Income 49.9 702Typical Growth - Low
Students with Disabilities 56.6 783Typical Growth - High
American Indian or Alaska Native- 1--
Asian- 2--
Black or African American- 2--
Hispanic or Latino 55.4 323Typical Growth - High
Multi-Race, Not Hispanic or Latino- 21--
Native Hawaiian or Other Pacific Islander----
White 54.2 3023Typical 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 9.0 8.2 -0.8 7.9 3803Met Target
Lowest Performing 14.9 6.2 -8.7 11.6 654Exceeded Target
High Needs 18.3 13.8 -4.5 16.2 1234Exceeded Target
English Learners and Former English Learners---- 10--
Low Income 27.4 20.5 -6.9 23.1 734Exceeded Target
Students with Disabilities 12.6 7.9 -4.7 10.1 764Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 2--
Black or African American---- 4--
Hispanic or Latino 13.5 20.0 6.5 9.3 350Declined
Multi-Race, Not Hispanic or Latino---- 24--
Native Hawaiian or Other Pacific Islander-------
White 8.0 6.4 -1.6 6.8 3144Exceeded Target

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 371 370100Yes 1 374 374100Yes 1 133 133100Yes 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 123 123 125 125 40 40 288 288100Yes1
English Learners and Former English Learners 10 10 10 10 3 3 23----
Low Income 69 69 71 71 24 24 164 164100Yes1
Students with Disabilities 79 79 80 80 26 26 185 185100Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 2 2 2 2 1 1 5----
Black or African American 3 3 3 3 3 3 9----
Hispanic or Latino 34 34 34 34 9 9 77 77100Yes1
Multi-Race, Not Hispanic or Latino 21 21 22 22 8 8 51 51100Yes1
Native Hawaiian or Other Pacific Islander-----------
White 309 308 311 311 111 111 731 730100Yes1


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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