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Amesbury Middle
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2025
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2025 Official Accountability Report - Amesbury Middle
Organization Information
DISTRICT NAME
Amesbury (00070000)		TITLE I STATUS
Non-Title I School
SCHOOL
Amesbury Middle (00070013)		GRADES SERVED
06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
43% - Moderate progress toward targets39

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage33%50%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		43%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-24-
Mathematics achievement04-24-
Science achievement44----
Achievement total61267.54867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5822.54822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total5.510.3-3.67.6-
Percentage of possible points 53%-47%-
2025 Annual criterion-referenced target percentage50%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-04-
Mathematics achievement04-24-
Science achievement34----
Achievement total31267.52867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total3.310.3-2.57.6-
Percentage of possible points 32%-33%-
2024 Annual criterion-referenced target percentage33%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
17

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage11%58%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		39%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-
Mathematics achievement04-
Science achievement44-
Achievement total71267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.010.3-
Percentage of possible points 58%-
2025 Annual criterion-referenced target percentage58%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total1.110.3-
Percentage of possible points 11%-
2024 Annual criterion-referenced target percentage11%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 491.4 493.1 1.7 494.1 3532Recovery Path: Improved Below Target
Lowest Performing 458.2 463.3 5.1 465.4 592Recovery Path: Improved Below Target
High Needs 476.7 479.0 2.3 478.7 1783Recovery Path: Met Target
English Learners and Former English Learners---- 15--
Low Income 479.3 483.9 4.6 481.9 1294Recovery Path: Exceeded Target
Students with Disabilities 465.1 466.3 1.2 467.6 932Recovery Path: Improved Below Target
American Indian or Alaska Native-------
Asian---- 6--
Black or African American---- 5--
Hispanic or Latino 486.7 489.2 2.5 489.7 473Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino---- 15--
Native Hawaiian or Other Pacific Islander---- 1--
White 492.3 494.5 2.2 495.0 2793Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 492.9 490.1 -2.8 495.4 3540Recovery Path: Declined
Lowest Performing 465.0 465.8 0.8 469.4 592Recovery Path: Improved Below Target
High Needs 480.6 477.5 -3.1 482.4 1790Recovery Path: Declined
English Learners and Former English Learners---- 16--
Low Income 482.3 481.3 -1.0 484.7 1300Recovery Path: Declined
Students with Disabilities 471.6 467.8 -3.8 473.7 930Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 6--
Black or African American---- 5--
Hispanic or Latino 488.4 485.0 -3.4 490.8 490Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 15--
Native Hawaiian or Other Pacific Islander---- 1--
White 493.9 491.6 -2.3 496.4 2780Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 494.3 497.5 3.2 496.1 1284Recovery Path: Exceeded Target
Lowest Performing---- 24--
High Needs 479.4 483.8 4.4 483.2 624Path Forward: Exceeded Target
English Learners and Former English Learners---- 6--
Low Income 482.4 486.1 3.7 484.8 404Recovery Path: Exceeded Target
Students with Disabilities 471.1 477.1 6.0 474.9 344Path Forward: Exceeded Target
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 3--
Hispanic or Latino---- 17--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 495.7 498.4 2.7 499.4 1002Path Forward: Improved Below Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 51.9 3393Typical Growth - High
Lowest Performing 48.7 592Typical Growth - Low
High Needs 49.4 1682Typical Growth - Low
English Learners and Former English Learners- 14--
Low Income 50.9 1213Typical Growth - High
Students with Disabilities 43.2 842Typical Growth - Low
American Indian or Alaska Native----
Asian- 6--
Black or African American- 4--
Hispanic or Latino 52.4 453Typical Growth - High
Multi-Race, Not Hispanic or Latino- 15--
Native Hawaiian or Other Pacific Islander- 1--
White 51.4 2683Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 47.4 3382Typical Growth - Low
Lowest Performing 46.7 592Typical Growth - Low
High Needs 45.0 1672Typical Growth - Low
English Learners and Former English Learners- 15--
Low Income 48.0 1212Typical Growth - Low
Students with Disabilities 40.1 822Typical Growth - Low
American Indian or Alaska Native----
Asian- 6--
Black or African American- 4--
Hispanic or Latino 47.5 472Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 14--
Native Hawaiian or Other Pacific Islander- 1--
White 46.9 2662Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 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 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 20.4 18.6 -1.8 18.9 3813Met Target
Lowest Performing 28.3 30.5 2.2 23.7 590Declined
High Needs 33.7 27.9 -5.8 31.3 2014Exceeded Target
English Learners and Former English Learners---- 24--
Low Income 38.9 32.2 -6.7 35.7 1524Exceeded Target
Students with Disabilities 35.2 31.6 -3.6 31.6 953Met Target
American Indian or Alaska Native-------
Asian---- 6--
Black or African American---- 9--
Hispanic or Latino 28.6 27.4 -1.2 24.4 622Improved Below Target
Multi-Race, Not Hispanic or Latino---- 16--
Native Hawaiian or Other Pacific Islander---- 1--
White 18.0 16.0 -2.0 16.2 2873Met Target

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 374 36999Yes 1 375 37399Yes 1 134 134100Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 196 191 197 195 66 66 459 45298Yes1
English Learners and Former English Learners 24 21 24 24 7 7 55 5295Yes1
Low Income 147 142 148 146 44 44 339 33298Yes1
Students with Disabilities 98 97 98 97 35 35 231 22999Yes1
American Indian or Alaska Native-----------
Asian 6 6 6 6 5 5 17----
Black or African American 7 7 8 8 5 5 20----
Hispanic or Latino 62 58 62 62 19 19 143 13997Yes1
Multi-Race, Not Hispanic or Latino 16 15 16 15 3 3 35----
Native Hawaiian or Other Pacific Islander 1 1 1 1 0 0 2----
White 282 282 282 281 102 102 666 665100Yes1


About this report

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.


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