Massachusetts School and District Profiles

Hanover Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Hanover Middle

Organization Information

DISTRICT NAME
Hanover (01220000)

TITLE I STATUS
Title I School

SCHOOL
Hanover Middle (01220305)

GRADES SERVED
05,06,07,08

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
45% - Moderate progress toward targets	77

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	45%	45%
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	3	4	-	2	4	-
	Mathematics achievement	0	4	-	2	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	2	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		3.6	10.3	-	4.1	7.6	-
Percentage of possible points		35%		-	54%		-
2026 Annual criterion-referenced target percentage		45%

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	-	3	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	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		3.2	10.3	-	4.5	7.6	-
Percentage of possible points		31%		-	59%		-
2025 Annual criterion-referenced target percentage		45%

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	18%	19%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	19%
	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	1	4	-
	Science achievement	0	4	-
	Achievement total	1	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		2.0	10.3	-
Percentage of possible points		19%		-
2026 Annual criterion-referenced target percentage		19%

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	0	4	-
	Science achievement	0	4	-
	Achievement total	1	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		1.8	10.3	-
Percentage of possible points		18%		-
2025 Annual criterion-referenced target percentage		18%

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	504.9	503.3	-1.6	508.9	801	3	Recovery Path: Met Target
Lowest Performing	478.4	479.2	0.8	483.5	146	2	Path Forward: Improved Below Target
High Needs	488.6	484.8	-3.8	490.8	261	0	Recovery Path: Declined
English Learners and Former English Learners	498.9	491.0	-7.9	501.3	23	0	Path Forward: Declined
Low Income	490.2	486.9	-3.3	492.5	86	0	Path Forward: Declined
Students with Disabilities	485.3	480.5	-4.8	488.2	201	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	19	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	498.9	497.8	-1.1	500.8	29	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.6	503.9	-1.7	507.6	730	3	Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	504.1	503.3	-0.8	505.9	803	0	Recovery Path: Declined
Lowest Performing	479.8	483.4	3.6	484.9	146	2	Path Forward: Improved Below Target
High Needs	489.1	488.7	-0.4	491.7	261	1	Path Forward: No Change
English Learners and Former English Learners	497.9	496.2	-1.7	501.5	23	0	Path Forward: Declined
Low Income	489.8	491.4	1.6	492.2	87	2	Path Forward: Improved Below Target
Students with Disabilities	486.1	484.6	-1.5	489.4	201	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	19	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	497.1	495.8	-1.3	499.9	29	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.6	503.7	-0.9	506.4	732	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	502.5	501.6	-0.9	504.5	378	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	39	-	-
High Needs	488.9	485.8	-3.1	491.0	130	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	488.2	489.2	1.0	490.4	43	2	Recovery Path: Improved Below Target
Students with Disabilities	486.5	481.2	-5.3	489.1	98	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.8	501.5	-1.3	504.7	342	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.2	786	3	Typical Growth - High
Lowest Performing	54.1	146	3	Typical Growth - High
High Needs	48.8	248	2	Typical Growth - Low
English Learners and Former English Learners	51.1	22	3	Typical Growth - High
Low Income	47.6	79	2	Typical Growth - Low
Students with Disabilities	46.9	189	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	18	-	-
Black or African American	-	10	-	-
Hispanic or Latino	48.0	29	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.5	717	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.6	788	2	Typical Growth - Low
Lowest Performing	52.8	146	3	Typical Growth - High
High Needs	49.3	248	2	Typical Growth - Low
English Learners and Former English Learners	49.2	22	2	Typical Growth - Low
Low Income	49.9	80	2	Typical Growth - Low
Students with Disabilities	47.4	189	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	18	-	-
Black or African American	-	10	-	-
Hispanic or Latino	41.2	29	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.7	719	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	9.4	6.3	-3.1	8.1	830	4	Exceeded Target
Lowest Performing	10.8	12.3	1.5	7.3	146	0	Declined
High Needs	16.1	11.9	-4.2	13.5	277	4	Exceeded Target
English Learners and Former English Learners	20.0	7.7	-12.3	17.0	26	4	Exceeded Target
Low Income	23.3	18.2	-5.1	19.6	99	4	Exceeded Target
Students with Disabilities	15.7	12.7	-3.0	12.4	212	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	21	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	24.1	24.2	0.1	20.4	33	1	No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	8.7	5.2	-3.5	7.3	752	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	829	820	99	Yes	1	830	823	99	Yes	1	391	390	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	277	271	278	272	139	138	694	681	98	Yes	1
English Learners and Former English Learners	25	25	26	26	18	18	69	69	100	Yes	1
Low Income	98	95	99	97	51	50	248	242	98	Yes	1
Students with Disabilities	213	207	213	207	102	101	528	515	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	21	21	21	21	11	11	53	53	100	Yes	1
Black or African American	11	10	11	10	6	5	28	-	-	-	-
Hispanic or Latino	33	33	33	33	17	17	83	83	100	Yes	1
Multi-Race, Not Hispanic or Latino	13	13	13	13	5	5	31	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	751	743	752	746	352	352	1,855	1,841	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