Massachusetts School and District Profiles

Hoosac Valley Regional

Districts
Schools

2025

2025 Official Accountability Report - Hoosac Valley Regional

Organization Information

DISTRICT NAME
Hoosac Valley Regional (06030000)

TITLE I STATUS
Title I District

REGION
West/Central

GRADES SERVED
PK,K,01,02,03,04,05,06,07,08,09,10,11,12

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
40% - Moderate progress toward targets	-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR
SCHOOLS IN THIS DISTRICT

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	61%	27%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	40%
	Moderate 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)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-	0	4	-	0	4	-	-	-	-
	Mathematics achievement	0	4	-	2	4	-	0	4	-	-	-	-
	Science achievement	2	4	-	-	-	-	0	4	-	-	-	-
	Achievement total	3	12	67.5	2	8	67.5	0	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	1	4	-	2	4	-	-	-	-
	Mathematics growth	1	4	-	2	4	-	2	4	-	-	-	-
	Growth total	3	8	22.5	3	8	22.5	4	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	2	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	4	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	0	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	6	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	4	4	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0	4	8	10.0	-	-	-
Weighted total		3.0	10.3	-	2.0	7.6	-	2.5	10.7	-	-	-	-
Percentage of possible points		29%		-	26%		-	23%		-	-		-
Percentage of possible points by gradespan		28% Weight of non-high school results:74%						23% Weight of high school results:26%
2025 Annual criterion-referenced target percentage		27%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	2	4	-	0	4	-	-	-	-
	Mathematics achievement	2	4	-	4	4	-	2	4	-	-	-	-
	Science achievement	4	4	-	-	-	-	3	4	-	-	-	-
	Achievement total	6	12	67.5	6	8	67.5	5	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	2	4	-	1	4	-	-	-	-
	Mathematics growth	2	4	-	2	4	-	2	4	-	-	-	-
	Growth total	4	8	22.5	4	8	22.5	3	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	4	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	4	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	4	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	12	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	4	4	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0	8	8	10.0	-	-	-
Weighted total		5.4	10.3	-	5.4	7.6	-	6.3	10.7	-	-	-	-
Percentage of possible points		52%		-	71%		-	59%		-	-		-
Percentage of possible points by gradespan		62% Weight of non-high school results:74%						59% Weight of high school results:26%
2024 Annual criterion-referenced target percentage		61%

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	57%	37%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	45%
	Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	3	4	-	0	4	-
	Achievement total	5	12	67.5	0	12	47.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	3	8	22.5	2	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	2	4	-
	Extended engagement rate	-	-	-	4	4	-
	Annual dropout rate	-	-	-	0	4	-
	High school completion total	-	-	-	6	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	4	4	-
	Additional indicators total	3	4	10.0	4	8	10.0
Weighted total		4.4	10.3	-	2.1	10.7	-
Percentage of possible points		43%		-	20%		-
Percentage of possible points by gradespan		43% Weight of non-high school results:74%			20% Weight of high school results:26%
2025 Annual criterion-referenced target percentage		37%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	0	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	4	4	-	3	4	-
	Achievement total	7	12	67.5	5	12	47.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	22.5	2	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	3	4	-
	Extended engagement rate	-	-	-	4	4	-
	Annual dropout rate	-	-	-	4	4	-
	High school completion total	-	-	-	11	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	4	4	-
	Additional indicators total	4	4	10.0	8	8	10.0
Weighted total		6.0	10.3	-	5.8	10.7	-
Percentage of possible points		58%		-	54%		-
Percentage of possible points by gradespan		58% Weight of non-high school results:74%			54% Weight of high school results:26%
2024 Annual criterion-referenced target percentage		57%

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	482.7	482.4	-0.3	485.8	472	1	Recovery Path: No Change
Lowest Performing	460.6	459.8	-0.8	464.3	80	0	Recovery Path: Declined
High Needs	477.1	477.9	0.8	478.9	327	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	478.4	478.9	0.5	480.9	297	2	Recovery Path: Improved Below Target
Students with Disabilities	462.7	464.3	1.6	464.8	109	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	471.4	470.8	-0.6	473.9	28	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	483.8	483.5	-0.3	487.0	410	1	Recovery Path: No Change

English language arts achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	491.2	484.4	-6.8	493.8	48	0	Path Forward: Declined
Lowest Performing	-	-	-	-	17	-	-
High Needs	484.9	479.6	-5.3	488.2	34	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	486.8	482.1	-4.7	490.7	30	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.9	483.5	-8.4	494.5	39	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	481.5	479.3	-2.2	483.6	471	0	Recovery Path: Declined
Lowest Performing	462.7	464.8	2.1	466.2	80	2	Recovery Path: Improved Below Target
High Needs	477.3	476.0	-1.3	479.1	327	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	478.1	476.8	-1.3	479.8	297	0	Recovery Path: Declined
Students with Disabilities	466.9	465.3	-1.6	469.1	109	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	471.5	470.6	-0.9	473.9	27	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	482.5	480.2	-2.3	484.8	411	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	486.5	478.6	-7.9	489.0	48	0	Path Forward: Declined
Lowest Performing	-	-	-	-	17	-	-
High Needs	480.3	474.2	-6.1	484.1	34	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	481.5	474.6	-6.9	486.0	30	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.8	480.3	-7.5	490.4	39	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	484.6	485.9	1.3	486.6	167	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	43	-	-
High Needs	479.8	482.1	2.3	481.8	115	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	482.3	482.6	0.3	485.6	104	2	Path Forward: Improved Below Target
Students with Disabilities	468.4	468.4	0.0	471.8	37	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	485.6	488.0	2.4	487.6	141	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	487.7	478.2	-9.5	489.9	40	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	16	-	-
High Needs	481.9	474.4	-7.5	483.3	27	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	484.4	475.8	-8.6	487.5	23	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.2	478.3	-9.9	490.1	35	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	40.6	347	2	Typical Growth - Low
Lowest Performing	37.1	80	1	Low Growth
High Needs	40.2	234	2	Typical Growth - Low
English Learners and Former English Learners	-	7	-	-
Low Income	40.1	213	2	Typical Growth - Low
Students with Disabilities	35.2	66	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	5	-	-
Hispanic or Latino	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.2	307	2	Typical Growth - Low

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	42.1	40	2	Typical Growth - Low
Lowest Performing	-	17	-	-
High Needs	38.7	27	1	Low Growth
English Learners and Former English Learners	-	-	-	-
Low Income	42.1	24	2	Typical Growth - Low
Students with Disabilities	-	10	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.3	33	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	39.4	348	1	Low Growth
Lowest Performing	44.0	80	2	Typical Growth - Low
High Needs	38.8	236	1	Low Growth
English Learners and Former English Learners	-	6	-	-
Low Income	39.3	215	1	Low Growth
Students with Disabilities	34.9	66	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	5	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	40.0	310	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	45.9	41	2	Typical Growth - Low
Lowest Performing	-	17	-	-
High Needs	39.1	28	1	Low Growth
English Learners and Former English Learners	-	-	-	-
Low Income	40.2	25	2	Typical Growth - Low
Students with Disabilities	-	10	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.4	34	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	88.7	89.1	0.4	90.7	46	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	82.9	83.3	0.4	87.2	30	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	81.8	82.8	1.0	86.4	29	2	Improved Below Target
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	90.0	90.9	0.9	92.0	44	2	Improved Below Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	86.1	92.5	6.4	87.7	53	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	80.4	88.6	8.2	83.8	35	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	81.8	87.9	6.1	85.6	33	4	Exceeded Target
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	87.7	94.0	6.3	89.3	50	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.3	3.6	2.3	1.2	221	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	2.2	4.9	2.7	2.0	143	0	Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	2.4	5.5	3.1	2.2	128	0	Declined
Students with Disabilities	-	-	-	-	53	-	-
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	1.0	4.2	3.2	1.0	190	0	Declined

Progress toward attaining English language proficiency - Non-high school
Group	2024 Rate (%)	2025 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	-	-	-	-	-	-	-

Progress toward attaining English language proficiency - High school
Group	2024 Rate (%)	2025 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	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	22.2	21.7	-0.5	21.2	660	3	Met Target
Lowest Performing	22.6	25.0	2.4	20.5	80	0	Declined
High Needs	28.4	26.2	-2.2	26.6	465	3	Met Target
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	28.8	27.9	-0.9	26.4	430	2	Improved Below Target
Students with Disabilities	32.7	25.9	-6.8	30.3	158	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	22.9	36.1	13.2	20.0	36	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	34	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	22.0	20.6	-1.4	20.8	569	3	Met Target

Chronic absenteeism - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	32.6	34.8	2.2	31.0	230	0	Declined
Lowest Performing	-	-	-	-	17	-	-
High Needs	40.8	42.0	1.2	37.9	150	0	Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	42.8	44.5	1.7	38.3	128	0	Declined
Students with Disabilities	-	-	-	-	53	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	33.5	34.7	1.2	31.7	193	0	Declined

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	65.5	70.5	5.0	68.9	112	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	49.1	61.1	12.0	54.8	72	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	46.8	67.2	20.4	53.0	61	4	Exceeded Target
Students with Disabilities	-	-	-	-	25	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	67.1	70.2	3.1	70.7	94	3	Met 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	532	522	98	Yes	1	528	521	99	Yes	1	219	214	98	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	373	363	369	363	152	148	894	874	98	Yes	1
English Learners and Former English Learners	13	13	13	12	7	7	33	-	-	-	-
Low Income	339	329	335	329	137	133	811	791	98	Yes	1
Students with Disabilities	127	121	123	121	51	49	301	291	97	Yes	1
American Indian or Alaska Native	1	0	1	0	1	0	3	-	-	-	-
Asian	4	4	4	4	0	0	8	-	-	-	-
Black or African American	11	11	11	11	5	4	27	-	-	-	-
Hispanic or Latino	33	32	32	31	20	19	85	82	96	Yes	1
Multi-Race, Not Hispanic or Latino	25	25	25	24	11	11	61	60	98	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	458	450	455	451	182	180	1,095	1,081	99	Yes	1

School Accountability Information
About the Data
School	Accountability information	School accountability percentile
Hoosac Valley Elementary School	Not requiring assistance or intervention	-
Hoosac Valley High School	Requiring assistance or intervention	7
Hoosac Valley Middle School	Not requiring assistance or intervention	16

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