Massachusetts School and District Profiles

James M. Quinn School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - James M. Quinn School

Organization Information

DISTRICT NAME
Dartmouth (00720000)

TITLE I STATUS
Title I School

SCHOOL
James M. Quinn School (00720040)

GRADES SERVED
K,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
45% - Moderate progress toward targets	56

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	63%	33%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	45%
	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	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	4	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	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	1	4	-	3	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	67.5	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	3	4	10.0
Weighted total		4.1	10.3	-	6.6	7.6	-
Percentage of possible points		40%		-	87%		-
2025 Annual criterion-referenced target percentage		63%

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	44%	13%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	25%
	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	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	1	4	-
	Mathematics achievement	2	4	-
	Science achievement	2	4	-
	Achievement total	5	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		4.5	10.3	-
Percentage of possible points		44%		-
2025 Annual criterion-referenced target percentage		44%

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	498.0	494.5	-3.5	501.0	366	0	Recovery Path: Declined
Lowest Performing	475.0	477.4	2.4	480.1	54	2	Path Forward: Improved Below Target
High Needs	490.1	486.0	-4.1	492.3	160	0	Recovery Path: Declined
English Learners and Former English Learners	496.8	488.5	-8.3	499.2	20	0	Path Forward: Declined
Low Income	490.9	487.5	-3.4	493.9	110	0	Recovery Path: Declined
Students with Disabilities	480.5	478.0	-2.5	483.1	72	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	489.9	492.2	2.3	491.8	31	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	505.2	493.8	-11.4	507.7	23	0	Recovery Path: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.0	494.4	-3.6	501.0	301	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	500.6	494.1	-6.5	502.7	365	0	Path Forward: Declined
Lowest Performing	477.4	480.6	3.2	482.5	54	2	Path Forward: Improved Below Target
High Needs	494.3	487.3	-7.0	496.9	160	0	Path Forward: Declined
English Learners and Former English Learners	507.1	501.8	-5.3	510.7	20	0	Path Forward: Declined
Low Income	493.8	487.1	-6.7	496.2	110	0	Path Forward: Declined
Students with Disabilities	485.6	480.3	-5.3	488.9	72	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	492.5	492.6	0.1	495.3	31	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	511.3	499.4	-11.9	513.4	23	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.4	493.4	-7.0	502.5	300	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	498.6	495.6	-3.0	500.8	115	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	23	-	-
High Needs	491.1	489.5	-1.6	494.5	46	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	491.1	489.0	-2.1	493.4	29	0	Recovery Path: Declined
Students with Disabilities	487.8	478.8	-9.0	492.3	23	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.2	496.0	-3.2	501.2	95	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.5	225	2	Typical Growth - Low
Lowest Performing	48.1	54	2	Typical Growth - Low
High Needs	43.8	93	2	Typical Growth - Low
English Learners and Former English Learners	-	16	-	-
Low Income	41.6	67	2	Typical Growth - Low
Students with Disabilities	49.1	36	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	1	-	-
Hispanic or Latino	50.1	24	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.6	178	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.8	226	2	Typical Growth - Low
Lowest Performing	49.1	54	2	Typical Growth - Low
High Needs	48.8	94	2	Typical Growth - Low
English Learners and Former English Learners	-	16	-	-
Low Income	45.9	68	2	Typical Growth - Low
Students with Disabilities	49.2	36	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	1	-	-
Hispanic or Latino	55.7	24	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.2	179	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	9.2	6.0	-3.2	7.9	579	4	Exceeded Target
Lowest Performing	12.5	5.6	-6.9	9.0	54	4	Exceeded Target
High Needs	13.8	8.5	-5.3	11.2	282	4	Exceeded Target
English Learners and Former English Learners	13.2	11.8	-1.4	10.2	34	2	Improved Below Target
Low Income	17.5	11.3	-6.2	13.8	195	4	Exceeded Target
Students with Disabilities	15.2	7.6	-7.6	11.9	131	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	4.0	5.9	1.9	1.0	51	0	Declined
Multi-Race, Not Hispanic or Latino	20.5	9.5	-11.0	19.2	42	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	8.9	5.6	-3.3	7.5	465	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	375	373	99	Yes	1	374	372	99	Yes	1	117	115	98	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	167	165	167	165	48	46	382	376	98	Yes	1
English Learners and Former English Learners	20	20	20	20	6	6	46	46	100	Yes	1
Low Income	117	115	117	115	31	29	265	259	98	Yes	1
Students with Disabilities	75	74	75	74	25	23	175	171	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	9	9	9	9	3	3	21	-	-	-	-
Black or African American	2	2	2	2	0	0	4	-	-	-	-
Hispanic or Latino	33	33	33	33	7	7	73	73	100	Yes	1
Multi-Race, Not Hispanic or Latino	24	24	24	24	11	10	59	58	98	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	306	304	305	303	96	95	707	702	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