Massachusetts School and District Profiles

Harold L Qualters Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Harold L Qualters Middle

Organization Information

DISTRICT NAME
Mansfield (01670000)

TITLE I STATUS
Non-Title I School

SCHOOL
Harold L Qualters Middle (01670035)

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
40% - Moderate progress toward targets	63

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	66%	23%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	40%
	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	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	2	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	0	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	3	4	10.0
Weighted total		1.1	10.3	-	2.6	7.6	-
Percentage of possible points		11%		-	34%		-
2026 Annual criterion-referenced target percentage		23%

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	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	7	12	67.5	6	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	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		6.2	10.3	-	5.4	7.6	-
Percentage of possible points		60%		-	71%		-
2025 Annual criterion-referenced target percentage		66%

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	51%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	27%
	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	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		1.1	10.3	-
Percentage of possible points		11%		-
2026 Annual criterion-referenced target percentage		11%

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	4	4	-
	Achievement total	6	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		5.2	10.3	-
Percentage of possible points		51%		-
2025 Annual criterion-referenced target percentage		51%

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	505.2	496.8	-8.4	507.2	724	0	Path Forward: Declined
Lowest Performing	473.6	472.4	-1.2	478.7	116	0	Path Forward: Declined
High Needs	488.6	479.5	-9.1	491.4	246	0	Path Forward: Declined
English Learners and Former English Learners	487.9	474.6	-13.3	490.3	50	0	Path Forward: Declined
Low Income	492.2	482.2	-10.0	494.5	140	0	Path Forward: Declined
Students with Disabilities	476.8	470.9	-5.9	479.7	136	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	509.3	502.8	-6.5	511.9	58	0	Path Forward: Declined
Black or African American	494.1	488.4	-5.7	496.8	37	0	Path Forward: Declined
Hispanic or Latino	492.8	485.0	-7.8	496.0	58	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	502.2	490.8	-11.4	504.2	44	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	506.6	498.5	-8.1	508.6	524	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	503.1	501.7	-1.4	505.2	723	0	Path Forward: Declined
Lowest Performing	474.8	477.3	2.5	479.9	116	2	Path Forward: Improved Below Target
High Needs	488.2	486.3	-1.9	490.8	245	0	Path Forward: Declined
English Learners and Former English Learners	487.2	486.6	-0.6	490.8	50	0	Path Forward: Declined
Low Income	490.4	486.6	-3.8	492.8	140	0	Path Forward: Declined
Students with Disabilities	479.5	478.0	-1.5	482.8	136	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	512.5	514.7	2.2	516.2	58	4	Path Forward: Exceeded Target
Black or African American	490.1	491.0	0.9	493.1	36	2	Path Forward: Improved Below Target
Hispanic or Latino	488.4	490.5	2.1	491.7	59	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	495.4	496.9	1.5	497.5	44	2	Path Forward: Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	504.6	502.6	-2.0	506.7	523	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	499.9	499.3	-0.6	502.6	249	0	Path Forward: Declined
Lowest Performing	-	-	-	-	67	-	-
High Needs	489.4	483.6	-5.8	492.8	74	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	491.0	483.5	-7.5	494.4	48	0	Path Forward: Declined
Students with Disabilities	483.3	476.0	-7.3	487.8	42	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	502.2	508.4	6.2	506.2	21	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.8	500.6	-0.2	503.8	183	1	Path Forward: No Change

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.0	711	2	Typical Growth - Low
Lowest Performing	42.8	116	2	Typical Growth - Low
High Needs	40.4	239	2	Typical Growth - Low
English Learners and Former English Learners	35.9	48	1	Low Growth
Low Income	41.7	135	2	Typical Growth - Low
Students with Disabilities	39.5	133	1	Low Growth
American Indian or Alaska Native	-	2	-	-
Asian	44.5	58	2	Typical Growth - Low
Black or African American	48.7	33	2	Typical Growth - Low
Hispanic or Latino	42.0	55	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	36.8	42	1	Low Growth
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	43.2	520	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.9	711	3	Typical Growth - High
Lowest Performing	47.2	116	2	Typical Growth - Low
High Needs	51.1	239	3	Typical Growth - High
English Learners and Former English Learners	56.4	49	3	Typical Growth - High
Low Income	48.9	134	2	Typical Growth - Low
Students with Disabilities	48.2	133	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	59.4	58	3	Typical Growth - High
Black or African American	56.6	33	3	Typical Growth - High
Hispanic or Latino	55.1	56	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	52.1	42	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	49.1	519	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	8.1	9.4	1.3	6.8	754	0	Declined
Lowest Performing	17.6	13.8	-3.8	14.1	116	3	Met Target
High Needs	16.8	19.6	2.8	14.2	260	0	Declined
English Learners and Former English Learners	11.3	19.6	8.3	8.3	51	0	Declined
Low Income	20.0	26.0	6.0	16.3	154	0	Declined
Students with Disabilities	20.7	19.7	-1.0	17.4	142	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	4.5	6.8	2.3	1.6	59	3	Met Target
Black or African American	17.5	18.6	1.1	14.0	43	0	Declined
Hispanic or Latino	11.3	24.6	13.3	7.6	65	0	Declined
Multi-Race, Not Hispanic or Latino	15.6	13.0	-2.6	14.3	46	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	7.0	6.9	-0.1	5.6	538	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	741	733	99	Yes	1	739	732	99	Yes	1	254	253	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	257	253	255	252	79	78	591	583	99	Yes	1
English Learners and Former English Learners	52	52	52	52	14	14	118	118	100	Yes	1
Low Income	148	145	147	145	52	51	347	341	98	Yes	1
Students with Disabilities	143	139	142	139	45	44	330	322	98	Yes	1
American Indian or Alaska Native	2	2	2	2	1	1	5	-	-	-	-
Asian	58	58	58	58	21	21	137	137	100	Yes	1
Black or African American	39	39	39	38	13	13	91	90	99	Yes	1
Hispanic or Latino	64	63	64	64	19	19	147	146	99	Yes	1
Multi-Race, Not Hispanic or Latino	45	44	45	44	17	16	107	104	97	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	532	526	530	525	183	183	1,245	1,234	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