Massachusetts School and District Profiles

Hingham Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Hingham Middle School

Organization Information

DISTRICT NAME
Hingham (01310000)

TITLE I STATUS
Non-Title I School

SCHOOL
Hingham Middle School (01310410)

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
69% - Substantial progress toward targets	86

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	60%	75%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	69%
	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	4	4	-	3	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	3	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	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		9.0	10.3	-	4.8	7.6	-
Percentage of possible points		87%		-	63%		-
2026 Annual criterion-referenced target percentage		75%

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	4	4	-	3	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	7	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	3	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	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		6.3	10.3	-	4.5	7.6	-
Percentage of possible points		61%		-	59%		-
2025 Annual criterion-referenced target percentage		60%

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%	61%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	54%
	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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	2	4	-
	Achievement total	7	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		6.3	10.3	-
Percentage of possible points		61%		-
2026 Annual criterion-referenced target percentage		61%

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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	5	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	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	517.0	518.9	1.9	519.7	815	4	Recovery Path: Exceeded Target
Lowest Performing	489.1	492.0	2.9	494.2	129	3	Path Forward: Met Target
High Needs	497.5	499.7	2.2	500.3	210	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	502.7	505.4	2.7	505.2	71	3	Recovery Path: Met Target
Students with Disabilities	490.3	495.1	4.8	492.7	160	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	530.8	526.9	-3.9	532.9	30	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	511.1	508.3	-2.8	513.7	39	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	522.8	523.1	0.3	526.9	35	4	Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	516.7	519.2	2.5	519.4	699	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	509.6	509.4	-0.2	512.1	813	3	Recovery Path: Met Target
Lowest Performing	486.1	487.4	1.3	490.7	129	2	Recovery Path: Improved Below Target
High Needs	495.2	496.1	0.9	496.9	211	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	499.4	498.6	-0.8	501.9	70	3	Recovery Path: Met Target
Students with Disabilities	489.8	493.1	3.3	493.0	161	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	523.7	522.6	-1.1	526.7	30	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	506.5	503.2	-3.3	509.4	39	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	512.4	510.7	-1.7	514.6	35	4	Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	509.4	509.2	-0.2	511.0	697	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	505.1	509.6	4.5	506.6	260	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	72	-	-
High Needs	491.8	493.1	1.3	495.3	62	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	497.4	493.9	-3.5	501.8	24	3	Path Forward: Met Target
Students with Disabilities	486.9	488.1	1.2	491.1	44	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.7	509.7	5.0	506.3	218	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.4	798	3	Typical Growth - High
Lowest Performing	49.8	129	2	Typical Growth - Low
High Needs	52.5	205	3	Typical Growth - High
English Learners and Former English Learners	-	10	-	-
Low Income	57.7	69	3	Typical Growth - High
Students with Disabilities	51.7	155	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	58.9	29	3	Typical Growth - High
Black or African American	-	11	-	-
Hispanic or Latino	58.3	36	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	57.6	31	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	57.3	690	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.5	793	2	Typical Growth - Low
Lowest Performing	50.0	129	3	Typical Growth - High
High Needs	41.9	206	2	Typical Growth - Low
English Learners and Former English Learners	-	10	-	-
Low Income	41.7	68	2	Typical Growth - Low
Students with Disabilities	42.6	156	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	48.8	29	2	Typical Growth - Low
Black or African American	-	11	-	-
Hispanic or Latino	48.9	36	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	41.1	30	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	41.7	686	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	6.8	5.2	-1.6	5.7	826	4	Exceeded Target
Lowest Performing	10.7	7.0	-3.7	7.4	129	3	Met Target
High Needs	16.6	11.8	-4.8	14.5	204	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	21.4	16.2	-5.2	17.1	74	4	Exceeded Target
Students with Disabilities	16.9	13.2	-3.7	14.4	152	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	3.7	6.3	2.6	1.6	32	4	Exceeded Target
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	16.3	7.5	-8.8	12.1	40	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	8.3	2.9	-5.4	7.2	35	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	5.9	5.1	-0.8	4.7	706	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	823	820	100	Yes	1	825	820	99	Yes	1	267	263	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	216	213	216	214	65	63	497	490	99	Yes	1
English Learners and Former English Learners	10	10	10	10	4	4	24	-	-	-	-
Low Income	74	74	74	73	26	25	174	172	99	Yes	1
Students with Disabilities	164	161	164	162	46	44	374	367	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	31	31	31	31	12	12	74	74	100	Yes	1
Black or African American	12	12	12	12	2	2	26	-	-	-	-
Hispanic or Latino	40	40	40	40	17	17	97	97	100	Yes	1
Multi-Race, Not Hispanic or Latino	35	35	35	35	12	12	82	82	100	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	704	701	706	701	224	220	1,634	1,622	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