Massachusetts School and District Profiles

Southern Berkshire

Districts
Schools

2025

2025 Official Accountability Report - Southern Berkshire

Organization Information

DISTRICT NAME
Southern Berkshire (07650000)

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
41% - 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	57%	31%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	41%
	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	2	4	-	3	4	-	0	4	-	-	-	-
	Mathematics achievement	0	4	-	0	4	-	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	1	4	-	-	-	-
	Achievement total	2	12	67.5	3	8	67.5	1	12	47.5	-	-	-
Growth	English language arts growth	3	4	-	2	4	-	4	4	-	-	-	-
	Mathematics growth	2	4	-	1	4	-	4	4	-	-	-	-
	Growth total	5	8	22.5	3	8	22.5	8	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	0	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	0	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	4	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	4	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	0	4	-	2	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0	2	8	10.0	-	-	-
Weighted total		2.7	10.3	-	2.7	7.6	-	3.3	10.7	-	-	-	-
Percentage of possible points		26%		-	36%		-	31%		-	-		-
Percentage of possible points by gradespan		31% Weight of non-high school results:69%						31% Weight of high school results:31%
2025 Annual criterion-referenced target percentage		31%

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	-	1	4	-	4	4	-	-	-	-
	Mathematics achievement	4	4	-	2	4	-	4	4	-	-	-	-
	Science achievement	4	4	-	-	-	-	3	4	-	-	-	-
	Achievement total	8	12	67.5	3	8	67.5	11	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	2	4	-	3	4	-	-	-	-
	Mathematics growth	2	4	-	2	4	-	4	4	-	-	-	-
	Growth total	4	8	22.5	4	8	22.5	7	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	0	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	1	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	0	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	1	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-	2	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	3	4	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0	5	8	10.0	-	-	-
Weighted total		6.7	10.3	-	2.9	7.6	-	7.5	10.7	-	-	-	-
Percentage of possible points		65%		-	38%		-	70%		-	-		-
Percentage of possible points by gradespan		52% Weight of non-high school results:69%						70% Weight of high school results:31%
2024 Annual criterion-referenced target percentage		57%

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	61%	22%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	38%
	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	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	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	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-
Weighted total		2.3	10.3	-	-	-	-
Percentage of possible points		22%		-	-		-
Percentage of possible points by gradespan		22% Weight of non-high school results:100%			- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		22%

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	-	-	-	-
	Mathematics achievement	3	4	-	-	-	-
	Science achievement	4	4	-	-	-	-
	Achievement total	7	12	67.5	-	-	-
Growth	English language arts growth	3	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	5	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		6.3	10.3	-	-	-	-
Percentage of possible points		61%		-	-		-
Percentage of possible points by gradespan		61% Weight of non-high school results:100%			- Weight of high school results:0%
2024 Annual criterion-referenced target percentage		61%

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	490.8	492.8	2.0	495.1	272	2	Recovery Path: Improved Below Target
Lowest Performing	463.4	467.5	4.1	468.0	48	3	Recovery Path: Met Target
High Needs	483.0	483.1	0.1	484.9	139	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	484.6	484.2	-0.4	485.6	116	1	Path Forward: No Change
Students with Disabilities	469.2	469.3	0.1	471.3	56	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	491.7	491.9	0.2	494.2	35	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.3	493.0	2.7	494.2	216	2	Recovery Path: Improved Below Target

English language arts achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	509.2	508.0	-1.2	512.7	37	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	19	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	-	-	-	-	4	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.5	510.8	0.3	514.8	27	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	496.0	493.0	-3.0	497.9	268	0	Path Forward: Declined
Lowest Performing	469.6	467.4	-2.2	473.1	48	0	Recovery Path: Declined
High Needs	487.9	483.9	-4.0	489.8	138	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	487.3	484.3	-3.0	489.2	115	0	Path Forward: Declined
Students with Disabilities	477.0	473.2	-3.8	479.2	56	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	490.5	490.1	-0.4	492.9	35	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.9	493.7	-3.2	498.7	212	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	503.5	495.6	-7.9	506.0	37	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	19	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	3	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.7	497.0	-9.7	509.3	27	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	496.0	491.9	-4.1	498.7	88	0	Path Forward: Declined
Lowest Performing	-	-	-	-	20	-	-
High Needs	486.7	485.4	-1.3	489.7	48	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	486.6	485.3	-1.3	489.9	43	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.3	493.1	-2.2	497.9	72	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	505.9	505.6	-0.3	509.5	35	1	Recovery Path: No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	19	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	-	-	-	-	4	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.6	508.2	0.6	512.0	25	2	Recovery Path: Improved Below Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	51.0	194	3	Typical Growth - High
Lowest Performing	48.4	48	2	Typical Growth - Low
High Needs	45.9	97	2	Typical Growth - Low
English Learners and Former English Learners	-	6	-	-
Low Income	43.8	81	2	Typical Growth - Low
Students with Disabilities	45.3	40	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	1	-	-
Black or African American	-	1	-	-
Hispanic or Latino	52.9	22	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.0	154	3	Typical Growth - High

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	70.5	31	4	Exceeded Typical Growth
Lowest Performing	-	-	-	-
High Needs	-	16	-	-
English Learners and Former English Learners	-	1	-	-
Low Income	-	13	-	-
Students with Disabilities	-	4	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	72.4	22	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	45.6	192	2	Typical Growth - Low
Lowest Performing	38.4	48	1	Low Growth
High Needs	40.8	98	2	Typical Growth - Low
English Learners and Former English Learners	-	6	-	-
Low Income	41.0	81	2	Typical Growth - Low
Students with Disabilities	38.6	41	1	Low Growth
American Indian or Alaska Native	-	2	-	-
Asian	-	1	-	-
Black or African American	-	1	-	-
Hispanic or Latino	50.2	23	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.0	151	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	66.5	32	4	Exceeded Typical Growth
Lowest Performing	-	-	-	-
High Needs	-	17	-	-
English Learners and Former English Learners	-	1	-	-
Low Income	-	15	-	-
Students with Disabilities	-	3	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	66.2	22	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	90.2	87.9	-2.3	92.2	33	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	20	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	89.5	85.7	-3.8	91.5	28	0	Declined

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	93.8	92.2	-1.6	95.0	51	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	34	-	-
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	31	-	-
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	93.0	92.1	-0.9	94.6	38	0	Declined

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.8	0.6	-1.2	1.6	157	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	80	-	-
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	-	-	-	-	69	-	-
Students with Disabilities	-	-	-	-	25	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	2.3	0.0	-2.3	2.1	124	4	Exceeded Target

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	21.1	20.7	-0.4	20.1	363	2	Improved Below Target
Lowest Performing	22.9	26.5	3.6	20.8	49	0	Declined
High Needs	22.0	24.6	2.6	20.2	187	0	Declined
English Learners and Former English Learners	-	-	-	-	25	-	-
Low Income	23.4	27.7	4.3	21.0	159	0	Declined
Students with Disabilities	16.7	18.5	1.8	14.3	65	0	Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	21.7	19.6	-2.1	18.8	51	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	21.5	21.6	0.1	20.3	283	1	No Change

Chronic absenteeism - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	34.2	33.5	-0.7	32.6	164	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	83	-	-
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	71	-	-
Students with Disabilities	-	-	-	-	28	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	31.7	31.3	-0.4	29.9	131	2	Improved Below Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	79.5	74.4	-5.1	82.9	78	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	40	-	-
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	34	-	-
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	86.2	76.2	-10.0	89.8	63	0	Declined

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	316	310	98	Yes	1	314	306	97	Yes	1	128	126	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	164	159	162	158	69	68	395	385	97	Yes	1
English Learners and Former English Learners	15	15	15	15	3	3	33	-	-	-	-
Low Income	136	132	134	132	61	60	331	324	98	Yes	1
Students with Disabilities	61	60	61	59	18	18	140	137	98	Yes	1
American Indian or Alaska Native	2	2	2	2	0	0	4	-	-	-	-
Asian	3	3	3	3	2	2	8	-	-	-	-
Black or African American	3	3	3	3	2	2	8	-	-	-	-
Hispanic or Latino	42	40	41	40	15	14	98	94	96	Yes	1
Multi-Race, Not Hispanic or Latino	19	19	19	19	8	8	46	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	247	243	246	239	101	100	594	582	98	Yes	1

School Accountability Information
About the Data
School	Accountability information	School accountability percentile
Mt Everett Regional	Not requiring assistance or intervention	77
New Marlborough Central	Insufficient data	-
South Egremont	Insufficient data	-
Undermountain	Not requiring assistance or intervention	30

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