Massachusetts School and District Profiles

Norwell Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Norwell Middle School

Organization Information

DISTRICT NAME
Norwell (02190000)

TITLE I STATUS
Title I School

SCHOOL
Norwell Middle School (02190405)

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
70% - Substantial progress toward targets	88

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	63%	75%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	70%
	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	-	2	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	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	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		9.8	10.3	-	4.1	7.6	-
Percentage of possible points		95%		-	54%		-
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	3	4	-	3	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	7	12	67.5	5	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	3	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	1	4	10.0
Weighted total		6.4	10.3	-	4.8	7.6	-
Percentage of possible points		62%		-	63%		-
2025 Annual criterion-referenced target percentage		63%

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%	71%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	50%
	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	4	4	-
	Achievement total	9	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		7.3	10.3	-
Percentage of possible points		71%		-
2026 Annual criterion-referenced target percentage		71%

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	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		1.8	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	507.3	509.4	2.1	510.2	514	4	Recovery Path: Exceeded Target
Lowest Performing	480.6	484.0	3.4	486.7	80	2	Recovery Path: Improved Below Target
High Needs	485.4	487.3	1.9	487.1	108	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	490.7	493.7	3.0	492.8	22	4	Path Forward: Exceeded Target
Students with Disabilities	481.2	482.5	1.3	483.2	91	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	23	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	512.9	512.6	-0.3	514.3	26	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.6	508.8	2.2	509.5	450	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	510.6	511.6	1.0	512.7	509	4	Recovery Path: Exceeded Target
Lowest Performing	486.7	487.4	0.7	490.5	80	2	Recovery Path: Improved Below Target
High Needs	489.2	489.7	0.5	491.7	109	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	495.9	495.1	-0.8	498.3	23	0	Path Forward: Declined
Students with Disabilities	485.0	486.1	1.1	488.2	92	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	23	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	514.4	518.0	3.6	515.9	26	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.9	510.8	0.9	511.6	444	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	503.9	507.5	3.6	505.7	161	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	34	-	-
High Needs	485.0	490.1	5.1	488.5	37	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	11	-	-
Students with Disabilities	481.4	486.1	4.7	485.6	30	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.0	507.1	4.1	505.2	140	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.1	510	3	Typical Growth - High
Lowest Performing	54.2	80	3	Typical Growth - High
High Needs	47.1	105	2	Typical Growth - Low
English Learners and Former English Learners	-	7	-	-
Low Income	50.6	22	3	Typical Growth - High
Students with Disabilities	45.0	88	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	22	-	-
Black or African American	-	4	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	50.6	25	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.8	448	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.3	508	3	Typical Growth - High
Lowest Performing	52.5	80	3	Typical Growth - High
High Needs	47.1	108	2	Typical Growth - Low
English Learners and Former English Learners	-	6	-	-
Low Income	42.4	23	2	Typical Growth - Low
Students with Disabilities	47.0	91	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	23	-	-
Black or African American	-	4	-	-
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	53.8	26	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.5	443	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	7.3	7.3	0.0	6.2	523	3	Met Target
Lowest Performing	11.9	13.8	1.9	8.6	80	0	Declined
High Needs	16.5	13.9	-2.6	14.4	108	3	Met Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	20.0	28.0	8.0	15.7	25	0	Declined
Students with Disabilities	16.5	14.6	-1.9	14.0	89	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	23	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	12.0	7.7	-4.3	10.9	26	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.9	6.8	-0.1	5.7	457	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	514	514	100	Yes	1	518	509	98	Yes	1	162	161	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	108	108	110	109	38	37	256	254	99	Yes	1
English Learners and Former English Learners	7	7	7	7	2	2	16	-	-	-	-
Low Income	22	22	24	23	11	11	57	56	98	Yes	1
Students with Disabilities	91	91	92	92	31	30	214	213	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	23	23	23	23	6	6	52	52	100	Yes	1
Black or African American	4	4	4	4	2	2	10	-	-	-	-
Hispanic or Latino	11	11	12	12	4	4	27	-	-	-	-
Multi-Race, Not Hispanic or Latino	26	26	26	26	9	9	61	61	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	450	450	453	444	141	140	1,044	1,034	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