Massachusetts School and District Profiles

Dr. Kevin M. Hurley Middle School

Districts
Schools

2025

2025 Official Accountability Report - Dr. Kevin M. Hurley Middle School

Organization Information

DISTRICT NAME
Seekonk (02650000)

TITLE I STATUS
Title I School

SCHOOL
Dr. Kevin M. Hurley Middle School (02650405)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
61% - Substantial progress toward targets	69

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	73%	53%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	61%
	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)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	4	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	3	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	5	8	22.5	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	1	4	10.0
Weighted total		3.5	10.3	-	5.5	7.6	-
Percentage of possible points		34%		-	72%		-
2025 Annual criterion-referenced target percentage		53%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	4	4	-
	Mathematics achievement	3	4	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	7	12	67.5	7	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	5	8	22.5	7	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	4	4	10.0
Weighted total		6.0	10.3	-	6.7	7.6	-
Percentage of possible points		58%		-	88%		-
2024 Annual criterion-referenced target percentage		73%

Student group percentile

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

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	59%	24%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	38%
	Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.5	10.3	-
Percentage of possible points		24%		-
2025 Annual criterion-referenced target percentage		24%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-
	Mathematics achievement	3	4	-
	Science achievement	0	4	-
	Achievement total	7	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		6.1	10.3	-
Percentage of possible points		59%		-
2024 Annual criterion-referenced target percentage		59%

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	503.2	501.8	-1.4	505.9	492	0	Recovery Path: Declined
Lowest Performing	473.9	481.8	7.9	479.0	81	4	Path Forward: Exceeded Target
High Needs	488.9	487.7	-1.2	490.9	167	0	Recovery Path: Declined
English Learners and Former English Learners	487.5	489.0	1.5	492.4	31	2	Recovery Path: Improved Below Target
Low Income	494.2	491.8	-2.4	497.2	86	0	Recovery Path: Declined
Students with Disabilities	476.2	478.0	1.8	478.0	91	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	20	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	499.5	499.1	-0.4	504.4	36	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.9	502.3	-1.6	506.4	411	0	Recovery 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	498.7	500.0	1.3	501.0	490	2	Recovery Path: Improved Below Target
Lowest Performing	476.4	480.5	4.1	481.5	81	2	Path Forward: Improved Below Target
High Needs	488.3	489.7	1.4	490.9	167	2	Path Forward: Improved Below Target
English Learners and Former English Learners	489.6	491.6	2.0	492.4	31	2	Recovery Path: Improved Below Target
Low Income	490.9	492.4	1.5	492.9	86	3	Recovery Path: Met Target
Students with Disabilities	478.7	481.2	2.5	482.0	91	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	20	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	495.9	497.7	1.8	499.2	36	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.9	499.9	1.0	500.9	410	2	Recovery 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	502.1	501.6	-0.5	504.8	168	1	Path Forward: No Change
Lowest Performing	-	-	-	-	46	-	-
High Needs	492.1	490.1	-2.0	495.5	58	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	496.1	493.5	-2.6	499.5	28	3	Path Forward: Met Target
Students with Disabilities	480.4	484.2	3.8	484.9	32	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.6	500.7	-1.9	505.6	136	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	50.9	482	3	Typical Growth - High
Lowest Performing	57.5	81	3	Typical Growth - High
High Needs	51.6	162	3	Typical Growth - High
English Learners and Former English Learners	56.1	30	3	Typical Growth - High
Low Income	50.9	86	3	Typical Growth - High
Students with Disabilities	50.7	86	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	20	-	-
Black or African American	-	10	-	-
Hispanic or Latino	51.1	34	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.5	404	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	48.7	480	2	Typical Growth - Low
Lowest Performing	59.1	81	3	Typical Growth - High
High Needs	49.2	163	2	Typical Growth - Low
English Learners and Former English Learners	56.4	30	3	Typical Growth - High
Low Income	48.7	86	2	Typical Growth - Low
Students with Disabilities	47.2	87	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	20	-	-
Black or African American	-	10	-	-
Hispanic or Latino	54.4	34	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.7	402	2	Typical Growth - Low

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	9.7	8.9	-0.8	8.4	507	3	Met Target
Lowest Performing	13.3	13.6	0.3	9.8	81	1	No Change
High Needs	16.0	16.6	0.6	13.4	175	0	Declined
English Learners and Former English Learners	14.3	15.8	1.5	11.3	38	0	Declined
Low Income	20.5	20.4	-0.1	16.8	93	2	Improved Below Target
Students with Disabilities	16.4	18.3	1.9	13.1	93	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	22	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	17.8	13.9	-3.9	14.1	36	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	8.2	8.3	0.1	6.8	421	3	Met Target

Assessment participation - All students
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	500	500	100	Yes	1	499	498	100	Yes	1	170	170	100	Yes	1

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	174	174	174	174	60	60	408	408	100	Yes	1
English Learners and Former English Learners	36	36	36	36	13	13	85	85	100	Yes	1
Low Income	90	90	90	90	29	29	209	209	100	Yes	1
Students with Disabilities	95	95	95	95	33	33	223	223	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	21	21	21	21	5	5	47	47	100	Yes	1
Black or African American	13	13	13	13	7	7	33	-	-	-	-
Hispanic or Latino	36	36	36	36	14	14	86	86	100	Yes	1
Multi-Race, Not Hispanic or Latino	15	15	14	14	7	7	36	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	415	415	415	414	137	137	967	966	100	Yes	1

About this report

About the Data

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.

Resources

Interpretive Materials

Glossary of Accountability Terms