Massachusetts School and District Profiles

Madeleine Dugger Andrews

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Madeleine Dugger Andrews

Organization Information

DISTRICT NAME
Medford (01760000)

TITLE I STATUS
Non-Title I School

SCHOOL
Madeleine Dugger Andrews (01760315)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: White -Students with Disabilities -Low Income -Multi-Race, Not Hispanic or Latino -High Needs -All Students

Progress toward improvement targets	Accountability percentile
59% - Substantial progress toward targets	50

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	48%	66%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	59%
	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	2	4	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	8	12	67.5	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	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	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		6.6	10.3	-	5.2	7.6	-
Percentage of possible points		64%		-	68%		-
2026 Annual criterion-referenced target percentage		66%

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	-	2	4	-
	Mathematics achievement	2	4	-	0	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	12	67.5	2	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	3	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	1	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	0	4	10.0
Weighted total		7.1	10.3	-	2.0	7.6	-
Percentage of possible points		69%		-	26%		-
2025 Annual criterion-referenced target percentage		48%

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	50%	49%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	49%
	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	1	4	-
	Mathematics achievement	3	4	-
	Science achievement	2	4	-
	Achievement total	6	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.0	10.3	-
Percentage of possible points		49%		-
2026 Annual criterion-referenced target percentage		49%

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	0	4	-
	Science achievement	3	4	-
	Achievement total	6	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		5.1	10.3	-
Percentage of possible points		50%		-
2025 Annual criterion-referenced target percentage		50%

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	495.4	496.4	1.0	498.2	380	2	Recovery Path: Improved Below Target
Lowest Performing	461.3	464.4	3.1	466.0	51	2	Recovery Path: Improved Below Target
High Needs	481.0	480.7	-0.3	483.1	164	1	Recovery Path: No Change
English Learners and Former English Learners	487.2	484.4	-2.8	490.4	42	0	Recovery Path: Declined
Low Income	483.9	482.1	-1.8	486.5	114	0	Recovery Path: Declined
Students with Disabilities	466.4	469.9	3.5	469.2	76	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	505.9	500.8	-5.1	508.9	35	0	Recovery Path: Declined
Black or African American	481.1	478.4	-2.7	484.7	32	0	Recovery Path: Declined
Hispanic or Latino	490.8	490.2	-0.6	493.7	54	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.3	498.5	1.2	499.7	239	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	495.2	496.5	1.3	497.4	398	2	Recovery Path: Improved Below Target
Lowest Performing	466.2	472.8	6.6	471.1	51	4	Recovery Path: Exceeded Target
High Needs	482.9	485.4	2.5	485.5	171	3	Path Forward: Met Target
English Learners and Former English Learners	487.7	489.4	1.7	490.3	43	2	Recovery Path: Improved Below Target
Low Income	483.4	486.0	2.6	485.0	120	4	Recovery Path: Exceeded Target
Students with Disabilities	472.4	478.8	6.4	475.7	80	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	510.7	503.2	-7.5	514.4	36	0	Path Forward: Declined
Black or African American	478.0	482.8	4.8	480.7	35	4	Recovery Path: Exceeded Target
Hispanic or Latino	490.1	489.2	-0.9	492.8	58	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.2	498.6	1.4	499.4	246	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	496.7	500.9	4.2	498.5	118	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	30	-	-
High Needs	484.6	485.0	0.4	488.0	52	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	485.3	486.4	1.1	488.7	34	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	27	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.8	505.3	7.5	500.8	72	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.0	369	2	Typical Growth - Low
Lowest Performing	43.3	51	2	Typical Growth - Low
High Needs	42.4	163	2	Typical Growth - Low
English Learners and Former English Learners	40.3	42	2	Typical Growth - Low
Low Income	44.1	113	2	Typical Growth - Low
Students with Disabilities	38.2	76	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	42.1	35	2	Typical Growth - Low
Black or African American	43.1	31	2	Typical Growth - Low
Hispanic or Latino	47.0	50	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.3	234	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.2	384	2	Typical Growth - Low
Lowest Performing	52.4	51	3	Typical Growth - High
High Needs	47.8	170	2	Typical Growth - Low
English Learners and Former English Learners	45.9	43	2	Typical Growth - Low
Low Income	49.9	119	2	Typical Growth - Low
Students with Disabilities	48.6	80	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	42.2	36	2	Typical Growth - Low
Black or African American	50.5	34	3	Typical Growth - High
Hispanic or Latino	47.9	54	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.6	239	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	14.1	12.7	-1.4	12.8	440	3	Met Target
Lowest Performing	23.8	25.5	1.7	20.3	51	0	Declined
High Needs	21.9	23.0	1.1	19.3	200	0	Declined
English Learners and Former English Learners	20.0	17.4	-2.6	17.0	46	3	Met Target
Low Income	25.0	27.3	2.3	21.3	143	0	Declined
Students with Disabilities	30.4	27.2	-3.2	27.1	92	3	Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	0.0	0.0	0.0	1.0	38	4	Exceeded Target
Black or African American	17.4	21.6	4.2	13.9	37	0	Declined
Hispanic or Latino	14.7	22.7	8.0	11.0	66	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	14.9	11.7	-3.2	13.5	274	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	422	384	94	No	2	423	403	95	Yes	1	138	120	88	No	2

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	186	166	186	173	62	53	434	392	91	No	2
English Learners and Former English Learners	44	42	44	43	8	8	96	93	97	Yes	1
Low Income	128	116	128	122	41	35	297	273	92	No	1
Students with Disabilities	90	76	90	80	34	27	214	183	88	No	2
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	37	36	37	37	12	12	86	85	99	Yes	1
Black or African American	35	32	35	35	14	14	84	81	96	Yes	1
Hispanic or Latino	60	54	60	58	14	14	134	126	96	Yes	2
Multi-Race, Not Hispanic or Latino	24	20	24	23	8	7	56	50	93	No	2
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	264	240	265	248	89	72	618	560	93	No	2

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