Massachusetts School and District Profiles

Bourne Intermediate School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Bourne Intermediate School

Organization Information

DISTRICT NAME
Bourne (00360000)

TITLE I STATUS
Title I School

SCHOOL
Bourne Intermediate School (00360030)

GRADES SERVED
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
44% - Moderate progress toward targets	25

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	62%	33%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	44%
	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	-	0	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	3	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		1.3	10.3	-	4.0	7.6	-
Percentage of possible points		13%		-	53%		-
2026 Annual criterion-referenced target percentage		33%

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	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	3	12	67.5	8	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		3.2	10.3	-	7.0	7.6	-
Percentage of possible points		31%		-	92%		-
2025 Annual criterion-referenced target percentage		62%

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	24%	13%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	17%
	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	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	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%

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	491.0	487.5	-3.5	493.3	352	0	Path Forward: Declined
Lowest Performing	468.1	467.1	-1.0	473.2	50	0	Path Forward: Declined
High Needs	485.7	480.4	-5.3	488.6	175	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	486.6	481.0	-5.6	489.0	137	0	Path Forward: Declined
Students with Disabilities	478.8	472.1	-6.7	482.1	81	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	490.5	486.8	-3.7	493.0	24	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	486.6	485.2	-1.4	488.9	37	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	491.7	488.3	-3.4	494.1	275	0	Path Forward: 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	487.8	-2.3	492.6	352	0	Path Forward: Declined
Lowest Performing	463.4	470.9	7.5	468.5	50	4	Path Forward: Exceeded Target
High Needs	483.7	480.9	-2.8	486.4	175	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	485.2	481.0	-4.2	488.0	137	0	Path Forward: Declined
Students with Disabilities	474.4	472.3	-2.1	477.8	81	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	490.1	484.9	-5.2	492.7	24	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	481.9	485.4	3.5	484.4	37	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	490.8	488.5	-2.3	493.6	275	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	493.6	486.6	-7.0	497.2	111	0	Path Forward: Declined
Lowest Performing	-	-	-	-	17	-	-
High Needs	484.6	479.7	-4.9	488.4	52	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	488.5	478.9	-9.6	492.5	41	0	Path Forward: Declined
Students with Disabilities	474.7	471.2	-3.5	478.5	20	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	495.5	486.0	-9.5	499.2	82	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.0	220	2	Typical Growth - Low
Lowest Performing	39.3	50	1	Low Growth
High Needs	41.3	113	2	Typical Growth - Low
English Learners and Former English Learners	-	12	-	-
Low Income	42.1	88	2	Typical Growth - Low
Students with Disabilities	37.6	49	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	29.7	23	0	Very Low Growth
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	46.3	174	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.1	220	2	Typical Growth - Low
Lowest Performing	53.1	50	3	Typical Growth - High
High Needs	43.3	112	2	Typical Growth - Low
English Learners and Former English Learners	-	12	-	-
Low Income	40.4	87	2	Typical Growth - Low
Students with Disabilities	50.2	49	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	43.3	23	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	42.8	174	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	20.7	14.4	-6.3	19.2	369	4	Exceeded Target
Lowest Performing	24.5	16.0	-8.5	19.9	50	4	Exceeded Target
High Needs	25.8	20.1	-5.7	23.4	189	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	29.2	22.4	-6.8	26.0	147	4	Exceeded Target
Students with Disabilities	22.8	16.5	-6.3	19.2	85	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	19.2	19.2	0.0	15.0	26	1	No Change
Multi-Race, Not Hispanic or Latino	18.4	17.1	-1.3	16.9	41	3	Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	19.9	13.6	-6.3	18.1	286	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	358	358	100	Yes	1	359	359	100	Yes	1	112	112	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	181	181	182	182	53	53	416	416	100	Yes	1
English Learners and Former English Learners	12	12	12	12	9	9	33	-	-	-	-
Low Income	141	141	141	141	42	42	324	324	100	Yes	1
Students with Disabilities	83	83	84	84	20	20	187	187	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	5	5	5	5	4	4	14	-	-	-	-
Black or African American	10	10	10	10	4	4	24	-	-	-	-
Hispanic or Latino	24	24	24	24	11	11	59	59	100	Yes	1
Multi-Race, Not Hispanic or Latino	38	38	38	38	9	9	85	85	100	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	280	280	281	281	83	83	644	644	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