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Nashoba Regional
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2025
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2025 Official Accountability Report - Nashoba Regional
Organization Information
DISTRICT NAME
Nashoba (07250000)		TITLE I STATUS
Non-Title I School
REGION
West/Central		GRADES SERVED
09,10,11,12

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
51% - Substantial progress toward targets75

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage60%44%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		51%
Substantial progress toward targets

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
63

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage53%31%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		40%
Moderate progress toward targets

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 517.4 511.2 -6.2 518.8 1883Recovery Path: Met Target
Lowest Performing 496.1 488.3 -7.8 501.2 420Path Forward: Declined
High Needs 499.3 495.2 -4.1 501.9 480Path Forward: Declined
English Learners and Former English Learners---- 3--
Low Income 504.4 501.6 -2.8 506.9 310Path Forward: Declined
Students with Disabilities 489.6 482.4 -7.2 491.7 240Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 13--
Black or African American---- 7--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 517.8 511.9 -5.9 519.9 1483Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 514.6 511.3 -3.3 516.2 1863Recovery Path: Met Target
Lowest Performing 495.3 486.3 -9.0 500.4 420Path Forward: Declined
High Needs 499.8 495.5 -4.3 503.6 460Path Forward: Declined
English Learners and Former English Learners---- 3--
Low Income 501.8 504.3 2.5 505.4 293Path Forward: Met Target
Students with Disabilities 491.1 480.8 -10.3 493.8 230Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 13--
Black or African American---- 7--
Hispanic or Latino---- 12--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 514.5 511.4 -3.1 516.4 1473Recovery 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 513.7 508.0 -5.7 516.9 1823Recovery Path: Met Target
Lowest Performing 491.6 482.5 -9.1 494.8 420Path Forward: Declined
High Needs 499.4 492.3 -7.1 508.2 430Recovery Path: Declined
English Learners and Former English Learners---- 3--
Low Income 502.6 499.3 -3.3 505.9 270Path Forward: Declined
Students with Disabilities 491.0 481.7 -9.3 502.2 210Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 12--
Black or African American---- 7--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 513.1 508.1 -5.0 516.5 1473Recovery Path: Met Target

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students 45.8 1782Typical Growth - Low
Lowest Performing 47.5 422Typical Growth - Low
High Needs 45.3 412Typical Growth - Low
English Learners and Former English Learners- 2--
Low Income 45.6 252Typical Growth - Low
Students with Disabilities 48.0 222Typical Growth - Low
American Indian or Alaska Native----
Asian- 12--
Black or African American- 6--
Hispanic or Latino- 7--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 47.2 1472Typical Growth - Low

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students 51.5 1783Typical Growth - High
Lowest Performing 47.1 422Typical Growth - Low
High Needs 49.5 412Typical Growth - Low
English Learners and Former English Learners- 3--
Low Income 52.4 253Typical Growth - High
Students with Disabilities 45.1 212Typical Growth - Low
American Indian or Alaska Native----
Asian- 12--
Black or African American- 7--
Hispanic or Latino- 8--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 51.5 1453Typical Growth - High

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 95.0 96.8 1.8 95.0 2174Exceeded Target
Lowest Performing-------
High Needs 83.9 93.4 9.5 87.4 614Exceeded Target
English Learners and Former English Learners---- 4--
Low Income 77.5 92.5 15.0 81.5 404Exceeded Target
Students with Disabilities 85.3 93.3 8.0 90.2 304Exceeded Target
American Indian or Alaska Native-------
Asian---- 13--
Black or African American---- 5--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 96.5 96.7 0.2 95.0 1814Exceeded Target

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students 98.0 96.5 -1.5 95.0 2014Exceeded Target
Lowest Performing-------
High Needs 93.2 88.7 -4.5 95.0 620Declined
English Learners and Former English Learners---- 8--
Low Income 94.6 82.5 -12.1 95.0 400Declined
Students with Disabilities 93.5 91.2 -2.3 95.0 340Declined
American Indian or Alaska Native-------
Asian---- 9--
Black or African American---- 5--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 98.2 97.6 -0.6 95.0 1704Exceeded Target

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 1.0 0.4 -0.6 1.0 8324Exceeded Target
Lowest Performing-------
High Needs 2.8 1.6 -1.2 2.5 1864Exceeded Target
English Learners and Former English Learners---- 15--
Low Income 4.7 2.0 -2.7 4.2 1004Exceeded Target
Students with Disabilities 1.9 0.9 -1.0 1.7 1084Exceeded Target
American Indian or Alaska Native-------
Asian---- 41--
Black or African American---- 21--
Hispanic or Latino---- 64--
Multi-Race, Not Hispanic or Latino---- 29--
Native Hawaiian or Other Pacific Islander-------
White 0.7 0.1 -0.6 1.0 6774Exceeded Target

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 - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 16.6 14.4 -2.2 15.3 8084Exceeded Target
Lowest Performing 21.7 23.8 2.1 16.9 420Declined
High Needs 35.9 29.1 -6.8 33.6 1894Exceeded Target
English Learners and Former English Learners---- 22--
Low Income 37.7 33.3 -4.4 33.1 1143Met Target
Students with Disabilities 41.3 38.4 -2.9 37.7 992Improved Below Target
American Indian or Alaska Native-------
Asian---- 35--
Black or African American---- 18--
Hispanic or Latino---- 70--
Multi-Race, Not Hispanic or Latino---- 31--
Native Hawaiian or Other Pacific Islander-------
White 15.6 13.5 -2.1 14.2 6544Exceeded Target

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 83.5 84.2 0.7 86.8 3983Met Target
Lowest Performing-------
High Needs 48.4 62.0 13.6 53.7 924Exceeded Target
English Learners and Former English Learners---- 11--
Low Income 56.0 69.1 13.1 62.7 554Exceeded Target
Students with Disabilities 34.0 44.0 10.0 42.3 504Exceeded Target
American Indian or Alaska Native-------
Asian---- 16--
Black or African American---- 7--
Hispanic or Latino---- 37--
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 86.2 85.2 -1.0 89.7 3243Met Target


About this report

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.


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