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Howe-Manning
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2025 Official Accountability Report - Howe-Manning
Organization Information
DISTRICT NAME
Middleton (01840000)		TITLE I STATUS
Non-Title I School
SCHOOL
Howe-Manning (01840005)		GRADES SERVED
PK,03,04,05,06
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
54% - Substantial progress toward targets76

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage48%58%
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 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 achievement04-34-
Mathematics achievement14-34-
Science achievement44----
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total4.710.3-5.47.6-
Percentage of possible points 46%-71%-
2025 Annual criterion-referenced target percentage58%

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 achievement34-04-
Mathematics achievement14-24-
Science achievement24----
Achievement total61267.52867.5
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 absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total5.810.3-3.07.6-
Percentage of possible points 56%-40%-
2024 Annual criterion-referenced target percentage48%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
74

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage56%57%
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 achievement24-
Mathematics achievement14-
Science achievement44-
Achievement total71267.5
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 total5.910.3-
Percentage of possible points 57%-
2025 Annual criterion-referenced target percentage57%

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 achievement44-
Achievement total61267.5
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 total5.810.3-
Percentage of possible points 56%-
2024 Annual criterion-referenced target percentage56%

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 503.1 501.0 -2.1 506.6 3920Recovery Path: Declined
Lowest Performing 478.1 483.3 5.2 483.2 683Path Forward: Met Target
High Needs 488.9 489.4 0.5 491.8 1422Recovery Path: Improved Below Target
English Learners and Former English Learners---- 16--
Low Income 491.1 491.8 0.7 494.6 582Recovery Path: Improved Below Target
Students with Disabilities 484.9 486.1 1.2 487.6 982Recovery Path: Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 15--
Black or African American---- 5--
Hispanic or Latino 500.4 496.1 -4.3 503.0 250Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 502.6 500.8 -1.8 504.9 3320Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 502.8 502.3 -0.5 505.0 3911Recovery Path: No Change
Lowest Performing 481.4 486.0 4.6 486.0 683Recovery Path: Met Target
High Needs 490.7 490.7 0.0 493.4 1411Recovery Path: No Change
English Learners and Former English Learners---- 15--
Low Income 491.7 491.4 -0.3 495.5 571Recovery Path: No Change
Students with Disabilities 487.8 488.7 0.9 490.8 982Recovery Path: Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 14--
Black or African American---- 5--
Hispanic or Latino 496.7 494.2 -2.5 499.6 250Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 502.7 502.1 -0.6 505.0 3320Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 501.9 507.0 5.1 504.1 924Path Forward: Exceeded Target
Lowest Performing---- 19--
High Needs 486.9 499.5 12.6 490.4 324Path Forward: Exceeded Target
English Learners and Former English Learners---- 4--
Low Income---- 10--
Students with Disabilities 480.3 498.1 17.8 484.5 244Path Forward: Exceeded Target
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 1--
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 500.6 506.8 6.2 502.8 824Path Forward: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 50.9 2913Typical Growth - High
Lowest Performing 57.0 683Typical Growth - High
High Needs 48.6 972Typical Growth - Low
English Learners and Former English Learners- 9--
Low Income 51.2 403Typical Growth - High
Students with Disabilities 46.8 672Typical Growth - Low
American Indian or Alaska Native- 1--
Asian- 12--
Black or African American- 2--
Hispanic or Latino- 19--
Multi-Race, Not Hispanic or Latino- 11--
Native Hawaiian or Other Pacific Islander----
White 51.0 2463Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 56.3 2913Typical Growth - High
Lowest Performing 58.9 683Typical Growth - High
High Needs 51.1 973Typical Growth - High
English Learners and Former English Learners- 9--
Low Income 54.8 403Typical Growth - High
Students with Disabilities 49.5 672Typical Growth - Low
American Indian or Alaska Native- 1--
Asian- 12--
Black or African American- 2--
Hispanic or Latino- 19--
Multi-Race, Not Hispanic or Latino- 11--
Native Hawaiian or Other Pacific Islander----
White 56.0 2463Typical 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 7.5 9.6 2.1 6.4 3970Declined
Lowest Performing 8.6 13.2 4.6 5.3 680Declined
High Needs 8.0 13.8 5.8 5.9 1450Declined
English Learners and Former English Learners---- 18--
Low Income 15.7 23.7 8.0 11.4 590Declined
Students with Disabilities 7.4 10.0 2.6 4.9 1000Declined
American Indian or Alaska Native---- 1--
Asian---- 16--
Black or African American---- 5--
Hispanic or Latino 13.0 14.8 1.8 8.8 270Declined
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 6.8 8.4 1.6 5.6 3340Declined

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 396 396100Yes 1 395 395100Yes 1 92 92100Yes 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 142 142 141 141 32 32 315 315100Yes1
English Learners and Former English Learners 16 16 15 15 4 4 35----
Low Income 58 58 57 57 10 10 125 125100Yes1
Students with Disabilities 98 98 98 98 24 24 220 220100Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 15 15 14 14 1 1 30----
Black or African American 5 5 5 5 1 1 11----
Hispanic or Latino 25 25 25 25 5 5 55 55100Yes1
Multi-Race, Not Hispanic or Latino 14 14 14 14 3 3 31----
Native Hawaiian or Other Pacific Islander-----------
White 333 333 333 333 82 82 748 748100Yes1


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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