Massachusetts School and District Profiles

Dorothy L Beckwith

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Dorothy L Beckwith

Organization Information

DISTRICT NAME
Dighton-Rehoboth (06500000)

TITLE I STATUS
Non-Title I School

SCHOOL
Dorothy L Beckwith (06500310)

GRADES SERVED
05,06,07,08

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
31% - Moderate progress toward targets	45

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	35%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	31%
	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	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	3	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		1.3	10.3	-	3.3	7.6	-
Percentage of possible points		13%		-	43%		-
2026 Annual criterion-referenced target percentage		28%

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	2	4	-	0	4	-
	Mathematics achievement	2	4	-	0	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	67.5	0	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	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		5.6	10.3	-	1.2	7.6	-
Percentage of possible points		54%		-	16%		-
2025 Annual criterion-referenced target percentage		35%

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	35%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	20%
	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	2	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	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	2	4	-
	Achievement total	4	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		3.6	10.3	-
Percentage of possible points		35%		-
2025 Annual criterion-referenced target percentage		35%

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	494.6	491.3	-3.3	497.1	473	0	Recovery Path: Declined
Lowest Performing	466.2	464.3	-1.9	471.3	78	0	Path Forward: Declined
High Needs	480.9	473.2	-7.7	483.2	146	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	484.8	476.2	-8.6	487.5	72	0	Recovery Path: Declined
Students with Disabilities	473.4	468.2	-5.2	475.5	100	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	492.7	494.3	1.6	495.2	25	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	503.4	501.8	-1.6	505.7	21	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.3	490.8	-3.5	497.0	416	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	495.6	493.3	-2.3	497.8	470	0	Recovery Path: Declined
Lowest Performing	469.3	473.5	4.2	473.0	78	3	Recovery Path: Met Target
High Needs	481.7	478.9	-2.8	483.8	144	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	485.2	478.1	-7.1	487.5	71	0	Recovery Path: Declined
Students with Disabilities	475.4	475.7	0.3	477.6	99	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	491.0	489.6	-1.4	493.6	25	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	499.8	496.0	-3.8	502.3	21	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.8	493.5	-2.3	497.9	413	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	498.9	493.6	-5.3	502.5	239	0	Path Forward: Declined
Lowest Performing	-	-	-	-	34	-	-
High Needs	486.5	476.9	-9.6	490.3	73	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	488.8	473.2	-15.6	492.8	35	0	Path Forward: Declined
Students with Disabilities	481.9	474.2	-7.7	485.7	50	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.9	493.9	-6.0	503.6	212	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.4	454	2	Typical Growth - Low
Lowest Performing	41.7	78	2	Typical Growth - Low
High Needs	36.7	137	1	Low Growth
English Learners and Former English Learners	-	5	-	-
Low Income	41.5	65	2	Typical Growth - Low
Students with Disabilities	34.6	95	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	4	-	-
Hispanic or Latino	50.9	24	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	48.2	21	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.0	400	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.6	451	2	Typical Growth - Low
Lowest Performing	46.6	78	2	Typical Growth - Low
High Needs	44.7	136	2	Typical Growth - Low
English Learners and Former English Learners	-	5	-	-
Low Income	41.9	65	2	Typical Growth - Low
Students with Disabilities	43.1	94	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	4	-	-
Hispanic or Latino	52.1	24	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	44.4	21	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.6	397	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	11.7	9.6	-2.1	10.2	490	4	Exceeded Target
Lowest Performing	16.9	9.0	-7.9	12.3	78	4	Exceeded Target
High Needs	20.7	14.4	-6.3	18.3	153	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	26.4	18.2	-8.2	23.2	77	4	Exceeded Target
Students with Disabilities	19.3	13.5	-5.8	15.7	104	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	25.9	16.0	-9.9	21.7	25	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	9.1	4.2	-4.9	7.6	24	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	11.4	9.8	-1.6	9.6	430	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	485	480	99	Yes	1	483	477	99	Yes	1	244	242	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	151	150	151	148	76	75	378	373	99	Yes	1
English Learners and Former English Learners	5	5	5	5	2	2	12	-	-	-	-
Low Income	74	74	75	73	37	36	186	183	98	Yes	1
Students with Disabilities	104	103	104	102	51	51	259	256	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	6	6	6	6	2	2	14	-	-	-	-
Black or African American	5	5	5	5	2	2	12	-	-	-	-
Hispanic or Latino	25	25	25	25	13	13	63	63	100	Yes	1
Multi-Race, Not Hispanic or Latino	22	22	22	22	11	11	55	55	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	427	422	425	419	216	214	1,068	1,055	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