Massachusetts School and District Profiles

Pembroke Community Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Pembroke Community Middle School

Organization Information

DISTRICT NAME
Pembroke (02310000)

TITLE I STATUS
Title I School

SCHOOL
Pembroke Community Middle School (02310305)

GRADES SERVED
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
41% - Moderate progress toward targets	48

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	31%	47%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	41%
	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	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	4	12	67.5	4	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	3	4	-	4	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		4.0	10.3	-	4.2	7.6	-
Percentage of possible points		39%		-	55%		-
2026 Annual criterion-referenced target percentage		47%

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	0	4	-	0	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	4	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	3	4	-	4	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	0	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	2	4	10.0
Weighted total		0.9	10.3	-	4.0	7.6	-
Percentage of possible points		9%		-	53%		-
2025 Annual criterion-referenced target percentage		31%

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	22%	13%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	17%
	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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	3	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		1.3	10.3	-
Percentage of possible points		13%		-
2026 Annual criterion-referenced target percentage		13%

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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	3	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		2.3	10.3	-
Percentage of possible points		22%		-
2025 Annual criterion-referenced target percentage		22%

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	492.8	488.8	-4.0	496.4	366	0	Recovery Path: Declined
Lowest Performing	470.2	463.6	-6.6	474.5	42	0	Recovery Path: Declined
High Needs	479.6	473.7	-5.9	482.4	123	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	485.1	478.1	-7.0	487.4	61	0	Path Forward: Declined
Students with Disabilities	473.6	469.2	-4.4	476.5	84	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.3	489.1	-4.2	496.6	332	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	501.9	501.1	-0.8	504.0	364	0	Path Forward: Declined
Lowest Performing	477.0	485.5	8.5	482.6	42	4	Recovery Path: Exceeded Target
High Needs	488.0	486.3	-1.7	490.6	121	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	494.3	490.9	-3.4	496.7	60	0	Path Forward: Declined
Students with Disabilities	479.8	482.3	2.5	483.1	83	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.4	501.5	-0.9	504.5	330	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	489.2	492.7	3.5	491.9	175	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	42	-	-
High Needs	479.6	478.7	-0.9	483.0	54	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	485.0	481.9	-3.1	488.4	27	0	Path Forward: Declined
Students with Disabilities	473.7	475.2	1.5	478.2	37	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.5	493.0	3.5	492.5	158	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	39.7	361	1	Low Growth
Lowest Performing	35.3	42	1	Low Growth
High Needs	38.7	121	1	Low Growth
English Learners and Former English Learners	-	11	-	-
Low Income	38.6	60	1	Low Growth
Students with Disabilities	36.9	83	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	39.3	329	1	Low Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.4	359	3	Typical Growth - High
Lowest Performing	61.6	42	4	Exceeded Typical Growth
High Needs	52.2	120	3	Typical Growth - High
English Learners and Former English Learners	-	11	-	-
Low Income	55.3	59	3	Typical Growth - High
Students with Disabilities	54.3	83	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.1	327	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	13.4	7.5	-5.9	12.1	375	4	Exceeded Target
Lowest Performing	9.1	4.8	-4.3	5.6	42	4	Exceeded Target
High Needs	21.2	12.8	-8.4	18.6	125	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	30.3	19.7	-10.6	26.6	66	4	Exceeded Target
Students with Disabilities	15.5	11.0	-4.5	12.2	82	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	13.2	6.5	-6.7	11.8	341	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	370	367	99	Yes	1	370	365	99	Yes	1	177	175	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	125	124	125	122	55	54	305	300	98	Yes	1
English Learners and Former English Learners	11	11	11	11	5	5	27	-	-	-	-
Low Income	63	62	63	61	28	27	154	150	97	Yes	1
Students with Disabilities	85	85	85	84	37	37	207	206	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	3	3	11	-	-	-	-
Black or African American	3	3	3	3	1	1	7	-	-	-	-
Hispanic or Latino	12	12	12	12	8	8	32	-	-	-	-
Multi-Race, Not Hispanic or Latino	15	15	15	15	5	5	35	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	336	333	336	331	160	158	832	822	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