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Miles River Middle

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Hamilton-Wenham-Miles River Middle - 2024 School Assistance Level - School of Recognition
Comparable Schools Overview
*Schools most similar to your school in terms of grades span,total enrollment,and special populations.
2024 Next Gen MCAS
2024 Enrollment% Meeting or Exceeding ExpectationsGrowth average SGP
Grades 3-8Grade 10Grades 5 and 8Grades 3-8Grade 10
School NameTotal Enrollment #Low Income %SWD %ELL %ELAMathELAMathScienceELAMathELAMath
Andover-Doherty Middle* 4627.419.30.268%60%79%5051
Cohasset-Cohasset Middle School* 2908.320.00.775%67%55%6252
Franklin-Horace Mann* 38711.618.10.061%53%67%4940
Hamilton-Wenham-Miles River Middle* 3788.522.50.371%65%72%6160
Littleton-Littleton Middle School* 38811.319.31.070%57%72%6761
Longmeadow-Glenbrook Middle* 32012.820.90.661%65%56%4859
Longmeadow-Williams Middle* 3107.722.30.057%62%54%4551
Needham-High Rock School* 44711.022.81.671%70%6263
Pentucket-Pentucket Regional Middle* 33116.922.71.236%44%40%4343
Reading-Arthur W Coolidge Middle* 4038.219.60.565%60%67%5256
Weston-Weston Middle* 4289.621.32.371%72%73%5751
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The analysis tab provides snapshots of district and school achievement, allowing you to easily track select data elements over time, and make sound, meaningful comparisons to the state or to 'comparable' organizations. The data elements in each Analysis section are linked to a broader strategic framework defining the characteristics of effective educational organizations and cover a broad range of district and school interests including demographic, assessment, student support, educator, financial, and achievement gap data. This data, in combination with other data found on this website, may be utilized by district and school leaders in enacting each of the six district standards upon which district reviews, improvement planning, and other forms of accountability and assistance are based: Leadership & Governance, Curriculum & Instruction, Assessment, Human Resources & Professional Development, Student Support, and Financial & Asset Management.

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