Massachusetts School and District Profiles

Plymouth South Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Plymouth South Middle

Organization Information

DISTRICT NAME
Plymouth (02390000)

TITLE I STATUS
Non-Title I School

SCHOOL
Plymouth South Middle (02390305)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Hispanic or Latino

Progress toward improvement targets	Accountability percentile
26% - Moderate progress toward targets	37

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	27%	26%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	26%
	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	1	4	-	0	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	67.5	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	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	3	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	2	4	10.0
Weighted total		1.9	10.3	-	2.5	7.6	-
Percentage of possible points		18%		-	33%		-
2026 Annual criterion-referenced target percentage		26%

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	-	2	4	-
	Mathematics achievement	1	4	-	0	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	2	12	67.5	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	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	1	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	0	4	10.0
Weighted total		2.4	10.3	-	2.3	7.6	-
Percentage of possible points		23%		-	30%		-
2025 Annual criterion-referenced target percentage		27%

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	9%	13%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	11%
	Limited or no 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	0	4	-
	Achievement total	0	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		1.3	10.3	-
Percentage of possible points		13%		-
2026 Annual criterion-referenced target percentage		13%

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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		0.9	10.3	-
Percentage of possible points		9%		-
2025 Annual criterion-referenced target percentage		9%

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	497.5	495.4	-2.1	500.2	584	0	Recovery Path: Declined
Lowest Performing	466.8	467.4	0.6	471.9	89	2	Path Forward: Improved Below Target
High Needs	485.9	482.0	-3.9	488.4	236	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	489.5	488.2	-1.3	492.1	136	0	Recovery Path: Declined
Students with Disabilities	475.9	474.9	-1.0	478.5	146	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	495.6	494.3	-1.3	499.5	36	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	512.3	505.2	-7.1	514.6	23	3	Path Forward: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	497.3	495.5	-1.8	499.8	514	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	492.8	492.4	-0.4	495.4	585	1	Recovery Path: No Change
Lowest Performing	472.8	472.1	-0.7	476.8	89	0	Recovery Path: Declined
High Needs	483.5	482.9	-0.6	486.2	235	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	485.2	487.1	1.9	487.7	136	2	Recovery Path: Improved Below Target
Students with Disabilities	476.6	477.8	1.2	478.4	145	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	487.6	490.2	2.6	490.2	37	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	503.0	500.7	-2.3	505.5	23	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	493.0	492.6	-0.4	495.5	514	1	Recovery Path: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	490.3	488.2	-2.1	493.3	192	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	46	-	-
High Needs	482.6	479.7	-2.9	485.6	78	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	482.4	485.7	3.3	485.5	40	3	Recovery Path: Met Target
Students with Disabilities	476.7	476.9	0.2	480.0	51	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.5	487.9	-2.6	493.5	170	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.3	562	2	Typical Growth - Low
Lowest Performing	42.3	89	2	Typical Growth - Low
High Needs	43.0	221	2	Typical Growth - Low
English Learners and Former English Learners	-	7	-	-
Low Income	43.3	125	2	Typical Growth - Low
Students with Disabilities	44.2	136	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	3	-	-
Black or African American	-	3	-	-
Hispanic or Latino	52.1	33	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	44.6	22	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	45.0	498	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.2	560	2	Typical Growth - Low
Lowest Performing	44.3	89	2	Typical Growth - Low
High Needs	42.1	219	2	Typical Growth - Low
English Learners and Former English Learners	-	7	-	-
Low Income	41.9	124	2	Typical Growth - Low
Students with Disabilities	43.4	134	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	3	-	-
Black or African American	-	3	-	-
Hispanic or Latino	48.0	33	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	34.9	23	1	Low Growth
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	40.9	495	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	13.3	11.7	-1.6	11.8	615	3	Met Target
Lowest Performing	12.4	10.1	-2.3	7.8	89	2	Improved Below Target
High Needs	21.6	15.7	-5.9	19.2	249	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	25.0	18.8	-6.2	21.8	149	4	Exceeded Target
Students with Disabilities	20.9	13.0	-7.9	17.3	146	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	31.6	11.9	-19.7	27.4	42	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	14.3	12.0	-2.3	12.8	25	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	11.2	11.3	0.1	9.4	532	1	No Change

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	610	592	97	Yes	1	610	592	97	Yes	1	206	194	96	Yes	2

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	250	241	250	240	86	80	586	561	96	Yes	1
English Learners and Former English Learners	9	9	9	9	1	1	19	-	-	-	-
Low Income	149	141	149	141	45	42	343	324	97	Yes	2
Students with Disabilities	151	148	151	147	56	53	358	348	97	Yes	1
American Indian or Alaska Native	2	2	2	2	1	1	5	-	-	-	-
Asian	4	4	4	4	0	0	8	-	-	-	-
Black or African American	7	7	7	7	2	2	16	-	-	-	-
Hispanic or Latino	41	37	41	37	15	12	97	86	93	No	2
Multi-Race, Not Hispanic or Latino	25	23	25	23	8	7	58	53	96	Yes	2
Native Hawaiian or Other Pacific Islander	2	2	2	2	0	0	4	-	-	-	-
White	529	517	529	517	180	172	1,238	1,206	97	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