Massachusetts School and District Profiles

Bourne Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Bourne Middle School

Organization Information

DISTRICT NAME
Bourne (00360000)

TITLE I STATUS
Non-Title I School

SCHOOL
Bourne Middle School (00360325)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
70% - Substantial progress toward targets	41

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	64%	73%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	70%
	Substantial 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	1	4	-	3	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	7	12	67.5	7	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	4	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	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		6.3	10.3	-	6.5	7.6	-
Percentage of possible points		61%		-	86%		-
2026 Annual criterion-referenced target percentage		73%

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	-	3	4	-
	Mathematics achievement	3	4	-	3	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	7	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		6.1	10.3	-	5.2	7.6	-
Percentage of possible points		59%		-	68%		-
2025 Annual criterion-referenced target percentage		64%

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	79%	41%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	56%
	Substantial 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	2	4	-
	Science achievement	2	4	-
	Achievement total	4	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.2	10.3	-
Percentage of possible points		41%		-
2026 Annual criterion-referenced target percentage		41%

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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	2	4	-
	Achievement total	10	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		8.1	10.3	-
Percentage of possible points		79%		-
2025 Annual criterion-referenced target percentage		79%

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	490.3	489.9	-0.4	493.5	379	1	Recovery Path: No Change
Lowest Performing	460.5	465.4	4.9	465.6	57	3	Path Forward: Met Target
High Needs	484.6	482.7	-1.9	487.1	195	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	486.5	484.6	-1.9	489.1	154	0	Recovery Path: Declined
Students with Disabilities	473.0	473.0	0.0	476.0	80	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	489.1	481.8	-7.3	493.5	26	0	Recovery Path: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.8	490.6	-0.2	494.0	312	1	Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	489.7	491.8	2.1	491.8	374	3	Recovery Path: Met Target
Lowest Performing	468.2	474.4	6.2	473.3	57	4	Path Forward: Exceeded Target
High Needs	483.9	484.9	1.0	485.6	192	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	485.5	486.2	0.7	487.7	152	2	Recovery Path: Improved Below Target
Students with Disabilities	475.2	478.7	3.5	477.4	79	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	484.8	483.2	-1.6	486.9	26	0	Recovery Path: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.3	493.0	2.7	492.3	308	4	Recovery Path: 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	490.3	493.6	3.3	493.9	140	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	37	-	-
High Needs	484.8	487.2	2.4	488.6	70	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	487.4	488.3	0.9	491.4	57	2	Path Forward: Improved Below Target
Students with Disabilities	471.0	480.6	9.6	474.8	28	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.3	494.0	3.7	494.0	118	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.8	361	2	Typical Growth - Low
Lowest Performing	57.6	57	3	Typical Growth - High
High Needs	49.7	186	2	Typical Growth - Low
English Learners and Former English Learners	-	11	-	-
Low Income	50.2	149	3	Typical Growth - High
Students with Disabilities	46.2	74	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	8	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	20	-	-
Multi-Race, Not Hispanic or Latino	49.0	25	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.4	299	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.0	356	3	Typical Growth - High
Lowest Performing	61.5	57	4	Exceeded Typical Growth
High Needs	54.0	183	3	Typical Growth - High
English Learners and Former English Learners	-	9	-	-
Low Income	54.0	147	3	Typical Growth - High
Students with Disabilities	54.0	74	3	Typical Growth - High
American Indian or Alaska Native	-	2	-	-
Asian	-	7	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	19	-	-
Multi-Race, Not Hispanic or Latino	54.5	25	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.8	296	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	21.6	13.2	-8.4	20.1	395	4	Exceeded Target
Lowest Performing	23.3	21.1	-2.2	18.7	57	2	Improved Below Target
High Needs	29.0	21.5	-7.5	26.6	205	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	30.9	23.2	-7.7	27.7	164	4	Exceeded Target
Students with Disabilities	28.2	13.4	-14.8	24.6	82	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	16.7	10.7	-6.0	15.2	28	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	20.4	13.3	-7.1	18.6	324	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	383	382	100	Yes	1	382	379	99	Yes	1	143	142	99	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	198	198	196	195	72	72	466	465	100	Yes	1
English Learners and Former English Learners	12	12	11	11	5	5	28	-	-	-	-
Low Income	157	157	155	155	59	59	371	371	100	Yes	1
Students with Disabilities	80	80	80	79	28	28	188	187	99	Yes	1
American Indian or Alaska Native	2	2	2	2	0	0	4	-	-	-	-
Asian	8	8	7	7	2	2	17	-	-	-	-
Black or African American	9	9	9	9	3	3	21	-	-	-	-
Hispanic or Latino	23	23	23	23	9	9	55	55	100	Yes	1
Multi-Race, Not Hispanic or Latino	26	26	27	27	9	9	62	62	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	315	314	314	311	120	119	749	744	99	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