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King Philip Middle School
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2025 Official Accountability Report - King Philip Middle School
Organization Information
DISTRICT NAME
King Philip (06900000)		TITLE I STATUS
Title I School
SCHOOL
King Philip Middle School (06900510)		GRADES SERVED
07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage23%46%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		37%
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 achievement44-34-
Mathematics achievement14-04-
Science achievement04----
Achievement total51267.53867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-24-
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 absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total4.710.3-3.57.6-
Percentage of possible points 46%-46%-
2025 Annual criterion-referenced target percentage46%

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 achievement24-24-
Science achievement04----
Achievement total21267.52867.5
GrowthEnglish language arts growth24-14-
Mathematics growth14-14-
Growth total3822.52822.5
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 total2.310.3-1.87.6-
Percentage of possible points 22%-24%-
2024 Annual criterion-referenced target percentage23%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
33

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage9%30%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		22%
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 achievement34-
Mathematics achievement04-
Science achievement04-
Achievement total31267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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 total3.110.3-
Percentage of possible points 30%-
2025 Annual criterion-referenced target percentage30%

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 growth14-
Growth total3822.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total0.910.3-
Percentage of possible points 9%-
2024 Annual criterion-referenced target percentage9%

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 496.6 501.1 4.5 499.3 6834Recovery Path: Exceeded Target
Lowest Performing 468.2 473.3 5.1 472.9 793Recovery Path: Met Target
High Needs 481.6 483.5 1.9 483.3 2273Recovery Path: Met Target
English Learners and Former English Learners 479.0 480.4 1.4 481.4 262Path Forward: Improved Below Target
Low Income 483.9 485.5 1.6 487.0 1032Recovery Path: Improved Below Target
Students with Disabilities 475.0 477.9 2.9 477.0 1554Recovery Path: Exceeded Target
American Indian or Alaska Native---- 2--
Asian---- 21--
Black or African American---- 25--
Hispanic or Latino 496.1 495.7 -0.4 498.0 371Path Forward: No Change
Multi-Race, Not Hispanic or Latino 497.5 506.5 9.0 499.5 284Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander-------
White 496.7 501.5 4.8 499.3 5704Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 499.9 499.4 -0.5 501.8 6791Recovery Path: No Change
Lowest Performing 475.0 474.4 -0.6 480.1 790Path Forward: Declined
High Needs 486.4 485.2 -1.2 489.0 2260Path Forward: Declined
English Learners and Former English Learners 484.1 484.4 0.3 487.7 252Path Forward: Improved Below Target
Low Income 488.7 487.7 -1.0 491.1 1040Path Forward: Declined
Students with Disabilities 480.6 479.7 -0.9 483.9 1540Path Forward: Declined
American Indian or Alaska Native---- 2--
Asian---- 19--
Black or African American---- 26--
Hispanic or Latino 497.2 492.5 -4.7 500.0 380Path Forward: Declined
Multi-Race, Not Hispanic or Latino 499.7 506.0 6.3 501.8 274Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander-------
White 500.3 499.8 -0.5 501.8 5671Recovery Path: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 497.0 495.3 -1.7 499.7 3370Path Forward: Declined
Lowest Performing---- 78--
High Needs 487.1 482.7 -4.4 490.5 1090Path Forward: Declined
English Learners and Former English Learners---- 12--
Low Income 487.3 482.6 -4.7 489.8 490Recovery Path: Declined
Students with Disabilities 482.3 481.2 -1.1 486.8 750Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 4--
Black or African American---- 10--
Hispanic or Latino 492.0 492.2 0.2 497.1 232Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 498.0 495.7 -2.3 501.0 2820Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 48.1 6682Typical Growth - Low
Lowest Performing 52.5 783Typical Growth - High
High Needs 46.8 2172Typical Growth - Low
English Learners and Former English Learners 44.8 232Typical Growth - Low
Low Income 43.4 972Typical Growth - Low
Students with Disabilities 47.8 1482Typical Growth - Low
American Indian or Alaska Native- 2--
Asian- 20--
Black or African American- 23--
Hispanic or Latino 45.4 352Typical Growth - Low
Multi-Race, Not Hispanic or Latino 42.4 282Typical Growth - Low
Native Hawaiian or Other Pacific Islander----
White 48.5 5602Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 41.1 6662Typical Growth - Low
Lowest Performing 42.6 782Typical Growth - Low
High Needs 39.9 2171Low Growth
English Learners and Former English Learners 38.8 221Low Growth
Low Income 35.6 981Low Growth
Students with Disabilities 41.8 1482Typical Growth - Low
American Indian or Alaska Native- 2--
Asian- 18--
Black or African American- 24--
Hispanic or Latino 37.3 361Low Growth
Multi-Race, Not Hispanic or Latino 43.5 272Typical Growth - Low
Native Hawaiian or Other Pacific Islander----
White 41.3 5592Typical 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 16.2 12.2 -4.0 14.9 7194Exceeded Target
Lowest Performing 22.4 19.0 -3.4 18.9 793Met Target
High Needs 27.2 18.5 -8.7 24.6 2604Exceeded Target
English Learners and Former English Learners 30.4 22.9 -7.5 27.4 354Exceeded Target
Low Income 38.4 23.0 -15.4 34.7 1354Exceeded Target
Students with Disabilities 23.9 18.6 -5.3 20.6 1614Exceeded Target
American Indian or Alaska Native---- 2--
Asian---- 21--
Black or African American---- 43--
Hispanic or Latino 33.3 21.7 -11.6 29.6 464Exceeded Target
Multi-Race, Not Hispanic or Latino 20.6 10.7 -9.9 19.3 284Exceeded Target
Native Hawaiian or Other Pacific Islander-------
White 14.8 11.4 -3.4 13.4 5794Exceeded 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 704 69899Yes 1 700 69499Yes 1 343 34099Yes 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 246 241 243 239 112 111 601 59198Yes1
English Learners and Former English Learners 30 30 29 29 12 12 71 71100Yes1
Low Income 121 116 119 116 52 51 292 28397Yes1
Students with Disabilities 159 156 158 155 76 75 393 38698Yes1
American Indian or Alaska Native 2 2 2 2 1 1 5----
Asian 21 21 20 19 5 4 46 4496Yes1
Black or African American 37 35 36 35 12 11 85 8195Yes1
Hispanic or Latino 42 41 42 42 24 24 108 10799Yes1
Multi-Race, Not Hispanic or Latino 28 28 27 27 17 17 72 72100Yes1
Native Hawaiian or Other Pacific Islander-----------
White 574 571 573 569 284 283 1,431 1,42399Yes1


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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