Massachusetts School and District Profiles

Doherty Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Doherty Middle

Organization Information

DISTRICT NAME
Andover (00090000)

TITLE I STATUS
Non-Title I School

SCHOOL
Doherty Middle (00090305)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
76% - Meeting or exceeding targets	89

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	79%	74%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	76%
	Meeting or exceeding 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	4	4	-	2	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	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	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		9.6	10.3	-	4.1	7.6	-
Percentage of possible points		93%		-	54%		-
2026 Annual criterion-referenced target percentage		74%

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	4	4	-	4	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	10	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		8.5	10.3	-	5.8	7.6	-
Percentage of possible points		83%		-	76%		-
2025 Annual criterion-referenced target percentage		79%

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	26%	52%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	42%
	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	3	4	-
	Science achievement	3	4	-
	Achievement total	6	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		5.4	10.3	-
Percentage of possible points		52%		-
2026 Annual criterion-referenced target percentage		52%

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	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	2	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		2.7	10.3	-
Percentage of possible points		26%		-
2025 Annual criterion-referenced target percentage		26%

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	513.1	509.3	-3.8	514.5	481	4	Path Forward: Exceeded Target
Lowest Performing	485.3	486.9	1.6	489.4	82	2	Recovery Path: Improved Below Target
High Needs	493.7	491.1	-2.6	496.0	124	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	488.7	490.6	1.9	490.8	41	3	Path Forward: Met Target
Students with Disabilities	491.0	487.6	-3.4	493.4	99	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	523.8	516.3	-7.5	525.9	56	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	497.4	493.2	-4.2	500.0	35	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	517.8	518.1	0.3	519.2	25	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	512.9	509.5	-3.4	514.4	358	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	507.3	512.0	4.7	508.8	477	4	Path Forward: Exceeded Target
Lowest Performing	483.4	486.1	2.7	488.5	82	2	Path Forward: Improved Below Target
High Needs	490.8	493.0	2.2	493.3	123	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	487.7	495.0	7.3	490.1	40	4	Path Forward: Exceeded Target
Students with Disabilities	488.7	488.8	0.1	491.9	99	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	521.3	527.4	6.1	524.3	54	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	495.0	496.8	1.8	497.9	35	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	515.3	522.7	7.4	516.8	25	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.1	510.6	4.5	507.8	356	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	509.1	511.3	2.2	511.3	160	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	40	-	-
High Needs	495.7	496.0	0.3	499.2	42	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	494.4	493.2	-1.2	498.6	35	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.6	511.6	3.0	510.8	129	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.6	470	2	Typical Growth - Low
Lowest Performing	52.9	82	3	Typical Growth - High
High Needs	50.0	122	3	Typical Growth - High
English Learners and Former English Learners	-	15	-	-
Low Income	54.9	41	3	Typical Growth - High
Students with Disabilities	50.6	97	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	48.8	52	2	Typical Growth - Low
Black or African American	-	6	-	-
Hispanic or Latino	54.1	33	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	53.1	25	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.8	354	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.4	467	3	Typical Growth - High
Lowest Performing	59.4	82	3	Typical Growth - High
High Needs	54.8	122	3	Typical Growth - High
English Learners and Former English Learners	-	15	-	-
Low Income	54.4	40	3	Typical Growth - High
Students with Disabilities	54.7	98	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	62.9	50	4	Exceeded Typical Growth
Black or African American	-	6	-	-
Hispanic or Latino	60.6	34	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	63.9	25	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.4	352	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	-	-	-	-	-	-	-
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	5.3	5.8	0.5	4.2	485	4	Exceeded Target
Lowest Performing	7.1	8.5	1.4	3.8	82	0	Declined
High Needs	10.9	14.0	3.1	8.8	121	0	Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	10.9	23.3	12.4	6.6	43	0	Declined
Students with Disabilities	12.0	12.6	0.6	9.5	95	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	3.8	8.6	4.8	1.7	58	0	Declined
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	11.4	11.1	-0.3	7.2	36	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	6.9	4.0	-2.9	5.8	25	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	4.9	5.0	0.1	3.7	359	4	Exceeded 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	484	483	100	Yes	1	480	479	100	Yes	1	160	160	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	126	125	125	124	42	42	293	291	99	Yes	1
English Learners and Former English Learners	15	15	15	15	5	5	35	-	-	-	-
Low Income	43	42	42	41	14	14	99	97	98	Yes	1
Students with Disabilities	100	99	100	99	35	35	235	233	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	58	57	56	55	15	15	129	127	98	Yes	1
Black or African American	7	7	7	7	5	5	19	-	-	-	-
Hispanic or Latino	35	35	35	35	8	8	78	78	100	Yes	1
Multi-Race, Not Hispanic or Latino	25	25	25	25	3	3	53	53	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	359	359	357	357	129	129	845	845	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