Massachusetts School and District Profiles

Avery

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Avery

Organization Information

DISTRICT NAME
Dedham (00730000)

TITLE I STATUS
Title I School

SCHOOL
Avery (00730010)

GRADES SERVED
01,02,03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
47% - Moderate progress toward targets	30

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	53%	43%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	47%
	Moderate progress toward targets

2026 Points awarded

2026 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	-	2	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		1.0	9.6	-	5.8	7.6	-
Percentage of possible points		10%		-	76%		-
2026 Annual criterion-referenced target percentage		43%

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	2	4	-	2	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		3.2	9.6	-	5.5	7.6	-
Percentage of possible points		33%		-	72%		-
2025 Annual criterion-referenced target percentage		53%

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

	2025	2026
Annual criterion-referenced target percentage	32%	24%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	27%
	Moderate progress toward targets

2026 Points awarded

2026 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	0	4	-
	Science achievement	2	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	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%		-
2026 Annual criterion-referenced target percentage		24%

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	3	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	3	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		3.3	10.3	-
Percentage of possible points		32%		-
2025 Annual criterion-referenced target percentage		32%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	491.2	489.9	-1.3	493.5	187	0	Recovery Path: Declined
Lowest Performing	469.7	473.2	3.5	474.8	30	2	Path Forward: Improved Below Target
High Needs	484.6	481.9	-2.7	486.7	113	0	Recovery Path: Declined
English Learners and Former English Learners	485.3	479.3	-6.0	488.7	41	0	Recovery Path: Declined
Low Income	481.7	481.2	-0.5	484.0	80	1	Recovery Path: No Change
Students with Disabilities	479.1	478.1	-1.0	481.6	63	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	483.8	482.3	-1.5	487.1	20	0	Path Forward: Declined
Hispanic or Latino	485.5	486.1	0.6	488.8	57	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.1	493.0	-2.1	497.9	99	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	490.1	489.0	-1.1	493.3	187	0	Path Forward: Declined
Lowest Performing	463.7	470.3	6.6	469.0	30	4	Recovery Path: Exceeded Target
High Needs	483.2	480.8	-2.4	486.5	113	0	Path Forward: Declined
English Learners and Former English Learners	487.3	475.1	-12.2	490.8	41	0	Path Forward: Declined
Low Income	480.4	479.8	-0.6	483.2	80	0	Path Forward: Declined
Students with Disabilities	476.3	475.1	-1.2	478.6	63	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	479.3	481.6	2.3	482.8	20	2	Path Forward: Improved Below Target
Hispanic or Latino	483.9	479.9	-4.0	487.0	57	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.5	495.0	0.5	496.8	99	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	487.1	485.8	-1.3	491.4	72	0	Path Forward: Declined
Lowest Performing	-	-	-	-	13	-	-
High Needs	479.1	480.9	1.8	483.4	47	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	473.6	480.3	6.7	477.7	32	4	Path Forward: Exceeded Target
Students with Disabilities	473.6	476.8	3.2	477.6	29	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.1	489.8	0.7	494.0	41	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.3	132	2	Typical Growth - Low
Lowest Performing	52.7	30	3	Typical Growth - High
High Needs	47.3	80	2	Typical Growth - Low
English Learners and Former English Learners	57.4	24	3	Typical Growth - High
Low Income	45.9	50	2	Typical Growth - Low
Students with Disabilities	49.2	46	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	15	-	-
Hispanic or Latino	53.6	35	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.2	74	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.4	132	3	Typical Growth - High
Lowest Performing	52.4	30	3	Typical Growth - High
High Needs	51.9	80	3	Typical Growth - High
English Learners and Former English Learners	45.9	24	2	Typical Growth - Low
Low Income	55.5	50	3	Typical Growth - High
Students with Disabilities	50.6	46	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	15	-	-
Hispanic or Latino	50.0	35	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.0	74	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	50.0	30.8	-19.2	52.2	39	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	50.0	30.8	-19.2	52.2	39	0	Declined
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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	10.5	12.0	1.5	8.3	316	0	Declined
Lowest Performing	6.3	3.3	-3.0	1.4	30	4	Exceeded Target
High Needs	15.3	18.2	2.9	12.8	181	0	Declined
English Learners and Former English Learners	10.2	14.5	4.3	6.9	62	0	Declined
Low Income	19.5	23.0	3.5	16.8	135	0	Declined
Students with Disabilities	14.7	16.0	1.3	10.4	94	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	23.7	11.4	-12.3	20.1	35	4	Exceeded Target
Hispanic or Latino	14.1	21.3	7.2	10.3	94	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.0	6.8	0.8	3.1	162	0	Declined

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	191	191	100	Yes	1	191	191	100	Yes	1	72	72	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	116	116	116	116	47	47	279	279	100	Yes	1
English Learners and Former English Learners	43	43	43	43	13	13	99	99	100	Yes	1
Low Income	82	82	82	82	32	32	196	196	100	Yes	1
Students with Disabilities	64	64	64	64	29	29	157	157	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	2	2	10	-	-	-	-
Black or African American	20	20	20	20	7	7	47	47	100	Yes	1
Hispanic or Latino	60	60	60	60	20	20	140	140	100	Yes	1
Multi-Race, Not Hispanic or Latino	7	7	7	7	2	2	16	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	100	100	100	100	41	41	241	241	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