Massachusetts School and District Profiles

Dupont Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Dupont Middle

Organization Information

DISTRICT NAME
Chicopee (00610000)

TITLE I STATUS
Title I School

SCHOOL
Dupont Middle (00610310)

GRADES SERVED
06,07,08

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
45% - Moderate progress toward targets	14

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	50%	41%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	45%
	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	2	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	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	2	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		3.4	9.6	-	3.6	7.6	-
Percentage of possible points		35%		-	47%		-
2026 Annual criterion-referenced target percentage		41%

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	-	4	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		2.8	9.6	-	5.4	7.6	-
Percentage of possible points		29%		-	71%		-
2025 Annual criterion-referenced target percentage		50%

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	19%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	29%
	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	2	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%		-
2026 Annual criterion-referenced target percentage		35%

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	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		2.0	10.3	-
Percentage of possible points		19%		-
2025 Annual criterion-referenced target percentage		19%

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	485.5	483.1	-2.4	488.0	656	0	Recovery Path: Declined
Lowest Performing	453.1	457.5	4.4	458.2	89	2	Path Forward: Improved Below Target
High Needs	480.8	479.0	-1.8	483.6	511	0	Recovery Path: Declined
English Learners and Former English Learners	470.1	468.6	-1.5	473.5	100	0	Recovery Path: Declined
Low Income	482.0	480.3	-1.7	484.8	471	0	Recovery Path: Declined
Students with Disabilities	464.7	464.2	-0.5	467.5	149	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	481.7	478.1	-3.6	486.1	47	0	Recovery Path: Declined
Hispanic or Latino	481.5	479.4	-2.1	485.1	314	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	27	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.7	487.1	-1.6	491.2	255	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	484.2	484.3	0.1	487.7	649	2	Recovery Path: Improved Below Target
Lowest Performing	462.8	465.4	2.6	467.9	89	2	Recovery Path: Improved Below Target
High Needs	480.5	481.1	0.6	483.4	504	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	474.9	477.5	2.6	478.2	97	2	Recovery Path: Improved Below Target
Low Income	481.0	481.7	0.7	484.0	464	2	Recovery Path: Improved Below Target
Students with Disabilities	470.4	469.6	-0.8	474.1	148	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	478.5	478.0	-0.5	482.5	47	1	Recovery Path: No Change
Hispanic or Latino	480.3	480.9	0.6	484.1	309	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	27	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.3	488.6	0.3	491.6	253	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	488.8	490.5	1.7	491.2	210	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	49	-	-
High Needs	483.8	485.9	2.1	488.1	165	2	Path Forward: Improved Below Target
English Learners and Former English Learners	471.7	472.1	0.4	475.9	35	2	Path Forward: Improved Below Target
Low Income	484.7	487.0	2.3	487.1	153	3	Recovery Path: Met Target
Students with Disabilities	476.4	475.3	-1.1	479.3	47	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	482.3	486.5	4.2	484.7	88	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.2	494.3	0.1	499.1	92	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.1	630	2	Typical Growth - Low
Lowest Performing	45.1	89	2	Typical Growth - Low
High Needs	48.8	490	2	Typical Growth - Low
English Learners and Former English Learners	51.2	91	3	Typical Growth - High
Low Income	49.2	452	2	Typical Growth - Low
Students with Disabilities	46.6	137	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	12	-	-
Black or African American	47.7	47	2	Typical Growth - Low
Hispanic or Latino	47.7	302	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	26	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.2	242	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.1	625	2	Typical Growth - Low
Lowest Performing	42.4	89	2	Typical Growth - Low
High Needs	44.5	485	2	Typical Growth - Low
English Learners and Former English Learners	45.7	90	2	Typical Growth - Low
Low Income	44.9	447	2	Typical Growth - Low
Students with Disabilities	39.7	135	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	12	-	-
Black or African American	42.9	47	2	Typical Growth - Low
Hispanic or Latino	43.4	296	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	26	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.5	243	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	25.0	25.9	0.9	30.2	54	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	25.0	25.9	0.9	30.2	54	2	Improved Below Target
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	25.9	27.0	1.1	23.7	704	0	Declined
Lowest Performing	19.4	25.8	6.4	14.5	89	0	Declined
High Needs	29.4	31.2	1.8	26.9	554	0	Declined
English Learners and Former English Learners	27.7	31.5	3.8	24.4	108	0	Declined
Low Income	30.3	32.9	2.6	27.6	514	0	Declined
Students with Disabilities	37.9	27.7	-10.2	33.6	155	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Black or African American	23.3	20.0	-3.3	19.7	50	3	Met Target
Hispanic or Latino	32.0	33.4	1.4	28.2	350	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	27	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	19.2	19.0	-0.2	16.3	263	2	Improved Below 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	684	682	100	Yes	1	680	675	99	Yes	1	223	220	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	536	535	532	528	176	174	1,244	1,237	99	Yes	1
English Learners and Former English Learners	107	106	105	104	38	38	250	248	99	Yes	1
Low Income	496	495	492	488	164	162	1,152	1,145	99	Yes	1
Students with Disabilities	154	154	154	153	50	50	358	357	100	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	12	12	12	12	4	4	28	-	-	-	-
Black or African American	49	49	49	49	18	18	116	116	100	Yes	1
Hispanic or Latino	334	334	332	328	98	96	764	758	99	Yes	1
Multi-Race, Not Hispanic or Latino	27	27	27	27	8	8	62	62	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	261	259	259	258	94	93	614	610	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