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Pembroke Community Middle School
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2025 Official Accountability Report - Pembroke Community Middle School
Organization Information
DISTRICT NAME
Pembroke (02310000)		TITLE I STATUS
Title I School
SCHOOL
Pembroke Community Middle School (02310305)		GRADES SERVED
07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
32% - Moderate progress toward targets50

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage35%31%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		32%
Moderate 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 achievement04-04-
Mathematics achievement04-44-
Science achievement04----
Achievement total01267.54867.5
GrowthEnglish language arts growth14-14-
Mathematics growth34-44-
Growth total4822.55822.5
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 absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total0.910.3-4.07.6-
Percentage of possible points 9%-53%-
2025 Annual criterion-referenced target percentage31%

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 achievement04-04-
Mathematics achievement04-44-
Science achievement04----
Achievement total01267.54867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-44-
Growth total5822.56822.5
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 absenteeism44-14-
Advanced coursework completion------
Additional indicators total4410.01410.0
Weighted total1.510.3-4.27.6-
Percentage of possible points 15%-55%-
2024 Annual criterion-referenced target percentage35%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
36

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage15%22%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		19%
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 achievement24-
Achievement total21267.5
GrowthEnglish language arts growth14-
Mathematics growth34-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total2.310.3-
Percentage of possible points 22%-
2025 Annual criterion-referenced target percentage22%

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 achievement04-
Achievement total01267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total1.510.3-
Percentage of possible points 15%-
2024 Annual criterion-referenced target percentage15%

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 495.1 492.8 -2.3 498.7 3410Recovery Path: Declined
Lowest Performing 472.1 470.1 -2.0 476.4 400Recovery Path: Declined
High Needs 481.5 479.6 -1.9 484.3 1070Path Forward: Declined
English Learners and Former English Learners---- 9--
Low Income 485.8 485.1 -0.7 488.1 590Path Forward: Declined
Students with Disabilities 474.4 473.6 -0.8 477.3 650Path Forward: Declined
American Indian or Alaska Native---- 2--
Asian---- 5--
Black or African American---- 2--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 495.3 493.3 -2.0 498.6 3130Recovery 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 502.6 501.9 -0.7 504.7 3430Path Forward: Declined
Lowest Performing 473.7 480.6 6.9 479.3 404Recovery Path: Exceeded Target
High Needs 488.8 488.0 -0.8 491.4 1090Path Forward: Declined
English Learners and Former English Learners---- 9--
Low Income 493.8 494.3 0.5 496.2 592Path Forward: Improved Below Target
Students with Disabilities 481.0 479.8 -1.2 484.3 670Path Forward: Declined
American Indian or Alaska Native---- 2--
Asian---- 5--
Black or African American---- 2--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 503.1 502.4 -0.7 505.2 3150Path 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 489.9 489.2 -0.7 492.6 1640Path Forward: Declined
Lowest Performing---- 40--
High Needs 479.4 479.6 0.2 482.8 502Path Forward: Improved Below Target
English Learners and Former English Learners---- 4--
Low Income 482.4 485.0 2.6 485.8 252Path Forward: Improved Below Target
Students with Disabilities 472.9 473.7 0.8 477.4 322Path Forward: Improved Below Target
American Indian or Alaska Native---- 2--
Asian---- 2--
Black or African American---- 1--
Hispanic or Latino---- 3--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 490.5 489.5 -1.0 493.5 1510Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 35.3 3351Low Growth
Lowest Performing 34.5 401Low Growth
High Needs 35.6 1051Low Growth
English Learners and Former English Learners- 8--
Low Income 35.4 571Low Growth
Students with Disabilities 33.3 641Low Growth
American Indian or Alaska Native- 1--
Asian- 5--
Black or African American- 2--
Hispanic or Latino- 8--
Multi-Race, Not Hispanic or Latino- 8--
Native Hawaiian or Other Pacific Islander----
White 35.1 3111Low Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 51.8 3413Typical Growth - High
Lowest Performing 61.9 404Exceeded Typical Growth
High Needs 52.4 1083Typical Growth - High
English Learners and Former English Learners- 9--
Low Income 51.8 583Typical Growth - High
Students with Disabilities 48.3 662Typical Growth - Low
American Indian or Alaska Native- 2--
Asian- 5--
Black or African American- 2--
Hispanic or Latino- 9--
Multi-Race, Not Hispanic or Latino- 9--
Native Hawaiian or Other Pacific Islander----
White 52.4 3143Typical 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 9.6 13.4 3.8 8.3 3570Declined
Lowest Performing 14.3 12.5 -1.8 10.8 402Improved Below Target
High Needs 16.7 21.2 4.5 14.1 1180Declined
English Learners and Former English Learners---- 12--
Low Income 17.9 30.3 12.4 14.2 660Declined
Students with Disabilities 18.8 15.5 -3.3 15.5 713Met Target
American Indian or Alaska Native---- 2--
Asian---- 5--
Black or African American---- 2--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 9.2 13.2 4.0 7.8 3260Declined

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 352 34598Yes 1 355 34898Yes 1 169 16799Yes 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 116 111 117 114 54 53 287 27897Yes1
English Learners and Former English Learners 12 12 12 12 6 6 30----
Low Income 66 63 66 64 28 28 160 15597Yes1
Students with Disabilities 69 66 70 69 34 33 173 16897Yes1
American Indian or Alaska Native 2 2 2 2 2 2 6----
Asian 5 5 5 5 2 2 12----
Black or African American 2 2 2 2 1 1 5----
Hispanic or Latino 13 13 13 13 5 5 31----
Multi-Race, Not Hispanic or Latino 9 9 9 9 5 5 23----
Native Hawaiian or Other Pacific Islander-----------
White 321 314 324 317 154 152 799 78398Yes1


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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