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Fuller Middle
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2025 Official Accountability Report - Fuller Middle
Organization Information
DISTRICT NAME
Framingham (01000000)		TITLE I STATUS
Title I School
SCHOOL
Fuller Middle (01000305)		GRADES SERVED
06,07,08
REGION
Coastal		FEDERAL DESIGNATION
Targeted Support and Improvement (TSI), Additional Targeted Support and Improvement (ATSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low student group performance: English Learners and Former English Learners
Progress toward improvement targetsAccountability percentile
54% - Substantial progress toward targets8

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage68%44%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		54%
Substantial 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 achievement04-44-
Mathematics achievement04-24-
Science achievement14----
Achievement total11260.06867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5820.04822.5
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 total4410.0---
Additional indicatorsChronic absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total2.29.6-5.07.6-
Percentage of possible points 23%-66%-
2025 Annual criterion-referenced target percentage44%

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 achievement34-24-
Mathematics achievement44-44-
Science achievement24----
Achievement total91260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 total2410.0---
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total6.89.6-5.07.6-
Percentage of possible points 71%-66%-
2024 Annual criterion-referenced target percentage68%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
6

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage79%19%
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 High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement14-
Achievement total11267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
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 total2.010.3-
Percentage of possible points 19%-
2025 Annual criterion-referenced target percentage19%

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 achievement44-
Mathematics achievement44-
Science achievement24-
Achievement total101267.5
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 total8.110.3-
Percentage of possible points 79%-
2024 Annual criterion-referenced target percentage79%

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 478.5 476.5 -2.0 481.4 5210Recovery Path: Declined
Lowest Performing 446.4 452.3 5.9 451.5 694Path Forward: Exceeded Target
High Needs 470.7 467.1 -3.6 473.2 4070Recovery Path: Declined
English Learners and Former English Learners 462.5 459.9 -2.6 466.8 2680Recovery Path: Declined
Low Income 470.8 466.1 -4.7 473.1 3550Recovery Path: Declined
Students with Disabilities 468.0 464.1 -3.9 470.5 1460Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 16--
Black or African American 480.8 471.4 -9.4 484.1 330Path Forward: Declined
Hispanic or Latino 467.4 463.6 -3.8 470.6 2880Recovery Path: Declined
Multi-Race, Not Hispanic or Latino 485.8 487.4 1.6 489.2 282Path Forward: Improved Below Target
Native Hawaiian or Other Pacific Islander-------
White 494.7 496.0 1.3 498.2 1562Path Forward: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 479.3 478.7 -0.6 481.9 5220Recovery Path: Declined
Lowest Performing 457.2 458.1 0.9 461.2 692Recovery Path: Improved Below Target
High Needs 473.9 472.0 -1.9 476.1 4080Recovery Path: Declined
English Learners and Former English Learners 470.0 468.1 -1.9 473.5 2720Recovery Path: Declined
Low Income 473.5 471.1 -2.4 475.3 3560Recovery Path: Declined
Students with Disabilities 472.1 467.7 -4.4 474.4 1450Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 16--
Black or African American 475.0 473.0 -2.0 478.5 340Path Forward: Declined
Hispanic or Latino 471.4 469.9 -1.5 474.6 2900Recovery Path: Declined
Multi-Race, Not Hispanic or Latino 483.5 486.7 3.2 486.7 263Path Forward: Met Target
Native Hawaiian or Other Pacific Islander-------
White 491.9 491.8 -0.1 495.6 1561Path Forward: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 477.1 476.9 -0.2 480.6 1881Recovery Path: No Change
Lowest Performing---- 36--
High Needs 471.0 470.6 -0.4 474.0 1451Recovery Path: No Change
English Learners and Former English Learners 463.6 465.0 1.4 466.9 982Recovery Path: Improved Below Target
Low Income 470.7 470.5 -0.2 473.6 1251Recovery Path: No Change
Students with Disabilities 469.1 471.3 2.2 473.1 432Path Forward: Improved Below Target
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 13--
Hispanic or Latino 469.0 467.9 -1.1 472.6 1040Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 492.2 489.8 -2.4 495.2 610Recovery Path: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 52.6 4393Typical Growth - High
Lowest Performing 48.4 692Typical Growth - Low
High Needs 50.7 3253Typical Growth - High
English Learners and Former English Learners 50.5 2053Typical Growth - High
Low Income 50.2 2813Typical Growth - High
Students with Disabilities 50.1 1113Typical Growth - High
American Indian or Alaska Native----
Asian- 14--
Black or African American 47.3 262Typical Growth - Low
Hispanic or Latino 51.4 2273Typical Growth - High
Multi-Race, Not Hispanic or Latino 50.8 253Typical Growth - High
Native Hawaiian or Other Pacific Islander----
White 55.2 1473Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.7 4502Typical Growth - Low
Lowest Performing 42.4 692Typical Growth - Low
High Needs 49.0 3362Typical Growth - Low
English Learners and Former English Learners 49.8 2202Typical Growth - Low
Low Income 49.3 2902Typical Growth - Low
Students with Disabilities 45.9 1122Typical Growth - Low
American Indian or Alaska Native----
Asian- 15--
Black or African American 47.4 272Typical Growth - Low
Hispanic or Latino 49.7 2382Typical Growth - Low
Multi-Race, Not Hispanic or Latino 51.0 223Typical Growth - High
Native Hawaiian or Other Pacific Islander----
White 49.7 1482Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 23.1 37.7 14.6 28.3 1834Exceeded Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 23.1 37.7 14.6 28.3 1834Exceeded 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 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 30.1 28.9 -1.2 27.9 6232Improved Below Target
Lowest Performing 44.6 46.4 1.8 39.7 690Declined
High Needs 35.0 33.7 -1.3 32.5 5052Improved Below Target
English Learners and Former English Learners 37.7 36.2 -1.5 34.4 3482Improved Below Target
Low Income 36.8 36.0 -0.8 34.1 4472Improved Below Target
Students with Disabilities 39.0 29.3 -9.7 34.7 1574Exceeded Target
American Indian or Alaska Native-------
Asian---- 19--
Black or African American 15.0 21.1 6.1 11.4 380Declined
Hispanic or Latino 37.8 35.8 -2.0 34.0 3632Improved Below Target
Multi-Race, Not Hispanic or Latino 40.7 27.3 -13.4 38.5 334Exceeded Target
Native Hawaiian or Other Pacific Islander-------
White 16.3 17.1 0.8 13.4 1700Declined

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 584 57699Yes 1 581 57799Yes 1 216 21399Yes 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 469 461 466 462 173 170 1,108 1,09399Yes1
English Learners and Former English Learners 327 320 326 324 123 121 776 76599Yes1
Low Income 413 405 410 406 150 147 973 95898Yes1
Students with Disabilities 152 148 150 149 47 46 349 34398Yes1
American Indian or Alaska Native-----------
Asian 17 17 17 17 2 2 36----
Black or African American 37 36 37 37 14 14 88 8799Yes1
Hispanic or Latino 342 336 340 338 128 125 810 79999Yes1
Multi-Race, Not Hispanic or Latino 28 28 26 26 8 8 62 62100Yes1
Native Hawaiian or Other Pacific Islander-----------
White 160 159 161 159 64 64 385 38299Yes1


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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Interpretive Materials Interpretive Materials
Accountability Terms Glossary of Accountability Terms

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