It’s the test all students dread taking and all teachers rush to accommodate: the MCAS. Every year, the state sets a percentage of improvement for each school to meet. This past year, DHS met the state benchmark in all of the subgroups except for Special Needs in English and math.

For the first time, DHS did not meet the Adequate Yearly Progress (AYP)—a measurement of yearly improvement. AYP is a product of the federal No Child Left Behind Act which states that by the 2013-2014 academic year "all students in each group described will meet or exceed the State's standards."

However, DHS will not be put on the state list of failing schools, unless we fail to meet AYP for two consecutive years.

DHS Principal Kerry Lynch, Assistant Principal Loretta Patterson, and Guidance Director Barbara Helfrich, are not overly concerned.

Ms. Lynch said, "It is always a disappointment to not reach the state goal.”

Despite this, DHS still remains “smack in the middle” according to Mrs. Helfrich of the approximately 300 high schools in the state for MCAS performance.  However, she said, “We want to be better.”

Prompted by these results, DHS has invested in some new programs that are being implemented this year for all students who do not pass MCAS. Ms. Lynch is especially excited about the new certified math teacher who was hired with the Special Education Stimulus money.  Jason Colvin began co-teaching just three weeks ago and will teach Algebra 1 and Geometry. This will prep special needs students for the Math MCAS and also fulfill requirements for graduation.

In addition, a nationwide online program called Plato was purchased last year through the Academic Support Grant. Plato can be used in class with teachers or at home. It mimics MCAS questions on math, English, and biology. That same grant also provides tutoring for those who are not passing. “We want to be preventive,” said Mrs. Helfrich, “rather than reactive.”

A September 16 article published by the "Standard Times" stated that surrounding schools are performing better than the Dartmouth School District on MCAS.

Mrs. Patterson believes that as a whole, the averages were brought down because the middle school is struggling with MCAS. Mrs. Patterson said, "While MCAS scores are not decreasing, they are also not improving, which is a problem.”