Massachusetts School and District Profiles

Dartmouth Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Dartmouth Middle

Organization Information

DISTRICT NAME
Dartmouth (00720000)

TITLE I STATUS
Non-Title I School

SCHOOL
Dartmouth Middle (00720050)

GRADES SERVED
06,07,08

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
37% - Moderate progress toward targets	65

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	47%	30%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	37%
	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	1	4	-	0	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	5	12	67.5	0	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	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	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	1	4	10.0
Weighted total		4.9	10.3	-	1.0	7.6	-
Percentage of possible points		48%		-	13%		-
2026 Annual criterion-referenced target percentage		30%

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	3	4	-	4	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	67.5	4	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		3.8	10.3	-	4.3	7.6	-
Percentage of possible points		37%		-	57%		-
2025 Annual criterion-referenced target percentage		47%

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	30%	33%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	32%
	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	1	4	-
	Science achievement	2	4	-
	Achievement total	3	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		3.4	10.3	-
Percentage of possible points		33%		-
2026 Annual criterion-referenced target percentage		33%

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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		3.1	10.3	-
Percentage of possible points		30%		-
2025 Annual criterion-referenced target percentage		30%

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	501.6	498.9	-2.7	504.3	818	0	Recovery Path: Declined
Lowest Performing	473.9	472.1	-1.8	479.0	124	0	Path Forward: Declined
High Needs	491.2	488.0	-3.2	493.4	349	0	Recovery Path: Declined
English Learners and Former English Learners	486.1	491.4	5.3	488.5	25	4	Path Forward: Exceeded Target
Low Income	494.3	490.1	-4.2	496.7	223	0	Recovery Path: Declined
Students with Disabilities	480.0	478.1	-1.9	482.8	191	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	499.3	494.1	-5.2	501.2	42	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	505.4	508.3	2.9	508.2	46	4	Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.8	498.8	-3.0	504.5	711	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	503.6	503.3	-0.3	505.7	808	1	Path Forward: No Change
Lowest Performing	481.0	479.6	-1.4	486.1	124	0	Path Forward: Declined
High Needs	493.5	493.3	-0.2	496.1	344	1	Path Forward: No Change
English Learners and Former English Learners	493.6	495.7	2.1	497.2	25	2	Path Forward: Improved Below Target
Low Income	495.4	494.0	-1.4	497.8	218	0	Path Forward: Declined
Students with Disabilities	484.5	485.9	1.4	487.8	191	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	500.5	499.7	-0.8	503.3	41	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	504.9	508.6	3.7	507.0	47	4	Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.0	503.4	-0.6	506.1	701	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	492.9	496.4	3.5	495.6	264	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	62	-	-
High Needs	485.5	488.0	2.5	488.9	109	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	486.9	490.0	3.1	490.3	74	3	Path Forward: Met Target
Students with Disabilities	477.4	481.7	4.3	481.9	54	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.7	496.2	3.5	495.7	237	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.6	801	2	Typical Growth - Low
Lowest Performing	42.8	124	2	Typical Growth - Low
High Needs	48.4	339	2	Typical Growth - Low
English Learners and Former English Learners	62.2	24	4	Exceeded Typical Growth
Low Income	47.5	216	2	Typical Growth - Low
Students with Disabilities	45.5	184	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	12	-	-
Hispanic or Latino	54.3	41	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	55.0	44	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.7	697	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.5	788	3	Typical Growth - High
Lowest Performing	47.4	124	2	Typical Growth - Low
High Needs	51.1	334	3	Typical Growth - High
English Learners and Former English Learners	56.5	24	3	Typical Growth - High
Low Income	49.7	211	2	Typical Growth - Low
Students with Disabilities	49.3	183	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	12	-	-
Hispanic or Latino	54.5	40	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	58.5	43	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.8	686	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	12.4	10.4	-2.0	11.1	850	4	Exceeded Target
Lowest Performing	10.9	11.3	0.4	7.4	124	1	No Change
High Needs	17.4	15.7	-1.7	14.8	370	2	Improved Below Target
English Learners and Former English Learners	6.9	10.3	3.4	3.9	29	0	Declined
Low Income	21.0	20.3	-0.7	17.3	237	2	Improved Below Target
Students with Disabilities	16.0	14.9	-1.1	12.7	202	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	27.3	10.2	-17.1	23.6	49	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	15.7	13.2	-2.5	14.4	53	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	11.3	10.2	-1.1	9.9	727	3	Met 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	838	827	99	Yes	1	835	819	98	Yes	1	273	267	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	363	358	363	355	118	112	844	825	98	Yes	1
English Learners and Former English Learners	28	28	29	29	10	10	67	67	100	Yes	1
Low Income	231	229	230	225	79	74	540	528	98	Yes	1
Students with Disabilities	196	192	198	194	57	55	451	441	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	7	7	7	7	3	3	17	-	-	-	-
Black or African American	13	13	13	13	3	3	29	-	-	-	-
Hispanic or Latino	44	43	45	44	7	7	96	94	98	Yes	1
Multi-Race, Not Hispanic or Latino	50	49	50	50	19	17	119	116	97	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	724	715	720	705	241	237	1,685	1,657	98	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