Massachusetts School and District Profiles

Freetown-Lakeville Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Freetown-Lakeville Middle School

Organization Information

DISTRICT NAME
Freetown-Lakeville (06650000)

TITLE I STATUS
Title I School

SCHOOL
Freetown-Lakeville Middle School (06650305)

GRADES SERVED
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
43% - Moderate progress toward targets	51

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	49%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	43%
	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	0	4	-	2	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	1	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	22.5	6	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		2.0	10.3	-	4.5	7.6	-
Percentage of possible points		19%		-	59%		-
2026 Annual criterion-referenced target percentage		39%

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	-	3	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	67.5	5	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	22.5	6	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	2	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0
Weighted total		3.8	10.3	-	4.7	7.6	-
Percentage of possible points		37%		-	62%		-
2025 Annual criterion-referenced target percentage		49%

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	43%	52%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	49%
	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	4	4	-
	Achievement total	6	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		5.4	10.3	-
Percentage of possible points		52%		-
2026 Annual criterion-referenced target percentage		52%

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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	5	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		4.4	10.3	-
Percentage of possible points		43%		-
2025 Annual criterion-referenced target percentage		43%

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	496.0	489.6	-6.4	500.0	696	0	Recovery Path: Declined
Lowest Performing	468.4	470.1	1.7	473.5	109	2	Path Forward: Improved Below Target
High Needs	483.1	480.4	-2.7	485.9	264	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	486.6	484.1	-2.5	488.9	163	0	Path Forward: Declined
Students with Disabilities	471.3	470.8	-0.5	473.3	139	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	499.2	487.7	-11.5	501.1	43	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.0	490.2	-5.8	498.2	613	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	499.7	498.0	-1.7	501.8	693	0	Path Forward: Declined
Lowest Performing	477.8	480.4	2.6	482.6	109	2	Recovery Path: Improved Below Target
High Needs	488.0	488.7	0.7	490.6	263	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	490.8	490.9	0.1	493.2	161	2	Path Forward: Improved Below Target
Students with Disabilities	479.1	480.6	1.5	482.4	139	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	501.5	496.1	-5.4	504.3	43	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.9	498.4	-1.5	502.0	610	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	499.6	499.5	-0.1	502.3	236	1	Path Forward: No Change
Lowest Performing	-	-	-	-	65	-	-
High Needs	483.7	492.0	8.3	487.1	92	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	484.4	492.9	8.5	487.8	63	4	Path Forward: Exceeded Target
Students with Disabilities	477.7	482.1	4.4	482.2	42	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.0	500.2	0.2	503.0	206	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.2	677	2	Typical Growth - Low
Lowest Performing	50.2	109	3	Typical Growth - High
High Needs	41.8	250	2	Typical Growth - Low
English Learners and Former English Learners	-	17	-	-
Low Income	42.1	156	2	Typical Growth - Low
Students with Disabilities	42.4	131	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	-	3	-	-
Black or African American	-	12	-	-
Hispanic or Latino	39.4	40	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.6	600	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.6	675	2	Typical Growth - Low
Lowest Performing	52.9	109	3	Typical Growth - High
High Needs	43.8	249	2	Typical Growth - Low
English Learners and Former English Learners	-	17	-	-
Low Income	45.4	153	2	Typical Growth - Low
Students with Disabilities	39.4	131	1	Low Growth
American Indian or Alaska Native	-	0	-	-
Asian	-	3	-	-
Black or African American	-	11	-	-
Hispanic or Latino	43.5	40	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.4	599	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	11.6	8.4	-3.2	10.3	725	4	Exceeded Target
Lowest Performing	9.6	6.4	-3.2	6.1	109	4	Exceeded Target
High Needs	17.8	13.8	-4.0	15.2	282	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	21	-	-
Low Income	19.9	19.1	-0.8	16.2	178	2	Improved Below Target
Students with Disabilities	18.9	10.3	-8.6	15.6	146	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	19.4	6.5	-12.9	15.7	46	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	11.3	8.4	-2.9	9.9	632	4	Exceeded 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	713	704	99	Yes	1	713	701	98	Yes	1	243	240	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	277	270	277	269	95	94	649	633	98	Yes	1
English Learners and Former English Learners	21	21	21	20	7	7	49	48	98	Yes	1
Low Income	172	167	172	165	66	65	410	397	97	Yes	1
Students with Disabilities	144	140	144	140	43	43	331	323	98	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	4	4	4	4	1	1	9	-	-	-	-
Black or African American	15	15	15	15	8	8	38	-	-	-	-
Hispanic or Latino	45	45	45	45	17	17	107	107	100	Yes	1
Multi-Race, Not Hispanic or Latino	24	23	24	23	5	5	53	51	96	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	624	616	624	613	212	209	1,460	1,438	98	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