Massachusetts School and District Profiles

W.E.B. Du Bois Regional Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - W.E.B. Du Bois Regional Middle School

Organization Information

DISTRICT NAME
Berkshire Hills (06180000)

TITLE I STATUS
Title I School

SCHOOL
W.E.B. Du Bois Regional Middle School (06180310)

GRADES SERVED
05,06,07,08

REGION
West/Central

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
44% - Moderate progress toward targets	34

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	57%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	44%
	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	-	2	4	-
	Mathematics achievement	1	4	-	1	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	3	12	67.5	3	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	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	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		3.3	10.3	-	2.9	7.6	-
Percentage of possible points		32%		-	38%		-
2026 Annual criterion-referenced target percentage		35%

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	2	4	-	0	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	9	12	67.5	3	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	2	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		7.4	10.3	-	3.2	7.6	-
Percentage of possible points		72%		-	42%		-
2025 Annual criterion-referenced target percentage		57%

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	79%	7%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	36%
	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	1	4	-
	Growth total	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		0.7	10.3	-
Percentage of possible points		7%		-
2026 Annual criterion-referenced target percentage		7%

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	4	4	-
	Mathematics achievement	2	4	-
	Science achievement	4	4	-
	Achievement total	10	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	1	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		8.1	10.3	-
Percentage of possible points		79%		-
2025 Annual criterion-referenced target percentage		79%

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	498.0	497.2	-0.8	500.8	312	0	Recovery Path: Declined
Lowest Performing	470.8	473.4	2.6	475.9	49	2	Path Forward: Improved Below Target
High Needs	488.3	484.9	-3.4	490.9	144	0	Recovery Path: Declined
English Learners and Former English Learners	471.5	475.2	3.7	474.0	20	4	Path Forward: Exceeded Target
Low Income	490.4	484.8	-5.6	493.2	128	0	Recovery Path: Declined
Students with Disabilities	473.0	475.0	2.0	476.0	57	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	483.8	487.5	3.7	486.6	37	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	27	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.5	498.9	-0.6	502.9	231	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	490.8	490.8	0.0	493.5	310	1	Recovery Path: No Change
Lowest Performing	469.7	469.2	-0.5	473.5	49	1	Recovery Path: No Change
High Needs	483.7	481.4	-2.3	486.1	143	0	Recovery Path: Declined
English Learners and Former English Learners	471.0	476.5	5.5	474.5	20	4	Path Forward: Exceeded Target
Low Income	484.8	482.0	-2.8	487.3	127	0	Recovery Path: Declined
Students with Disabilities	472.8	470.9	-1.9	475.7	56	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	481.2	483.8	2.6	483.1	37	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	27	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.7	491.7	0.0	494.1	230	1	Recovery Path: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	494.0	495.9	1.9	497.6	145	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	9	-	-
High Needs	486.9	485.3	-1.6	490.7	72	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	488.1	484.6	-3.5	490.6	62	0	Recovery Path: Declined
Students with Disabilities	478.9	476.7	-2.2	482.7	31	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	478.2	482.9	4.7	481.8	21	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.1	499.7	3.6	499.8	101	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.9	280	2	Typical Growth - Low
Lowest Performing	50.4	49	3	Typical Growth - High
High Needs	41.6	128	2	Typical Growth - Low
English Learners and Former English Learners	-	18	-	-
Low Income	39.9	113	1	Low Growth
Students with Disabilities	45.5	51	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	10	-	-
Hispanic or Latino	51.3	31	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	25	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.0	209	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.1	284	2	Typical Growth - Low
Lowest Performing	39.2	49	1	Low Growth
High Needs	38.3	130	1	Low Growth
English Learners and Former English Learners	-	18	-	-
Low Income	37.7	115	1	Low Growth
Students with Disabilities	37.4	51	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	10	-	-
Hispanic or Latino	43.1	33	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	26	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.4	211	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	24.3	21.5	-2.8	22.8	340	4	Exceeded Target
Lowest Performing	25.0	28.6	3.6	20.4	49	0	Declined
High Needs	28.8	30.6	1.8	26.4	160	0	Declined
English Learners and Former English Learners	30.0	25.0	-5.0	26.5	20	4	Exceeded Target
Low Income	29.0	32.6	3.6	25.8	144	0	Declined
Students with Disabilities	37.0	33.9	-3.1	33.4	62	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	32.7	20.0	-12.7	28.5	40	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	31	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	22.0	20.7	-1.3	20.2	251	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	334	315	94	No	1	334	313	94	No	1	157	145	92	No	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	157	146	157	145	76	72	390	363	94	No	2
English Learners and Former English Learners	21	20	21	20	12	12	54	52	96	Yes	1
Low Income	139	130	139	129	66	62	344	321	94	No	2
Students with Disabilities	63	58	63	57	32	31	158	146	94	No	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	5	5	5	5	2	2	12	-	-	-	-
Black or African American	13	12	13	11	8	8	34	-	-	-	-
Hispanic or Latino	39	37	39	37	22	21	100	95	95	Yes	1
Multi-Race, Not Hispanic or Latino	31	28	31	28	18	13	80	69	91	No	2
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	246	233	246	232	107	101	599	566	94	No	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