Massachusetts School and District Profiles

Cape Cod Regional Vocational Technical

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Cape Cod Regional Vocational Technical

Organization Information

DISTRICT NAME
Cape Cod Regional Vocational Technical (08150000)

TITLE I STATUS
Title I District

REGION
Coastal

GRADES SERVED
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
37% - Moderate progress toward targets	-

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

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	47%	30%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	37%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		All Students (High school grades)			Lowest Performing Students (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	0	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	0	12	40.0	0	12	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	7	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	11	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	7	8	10.0	4	4	10.0
Weighted total		4.1	10.0	-	2.0	10.3	-
Percentage of possible points		41%		-	19%		-
2026 Annual criterion-referenced target percentage		30%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	3	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	2	4	-
	Achievement total	0	12	47.5	5	12	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	22.5	8	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	3	4	-	2	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	7	8	10.0	2	4	10.0
Weighted total		4.5	10.7	-	5.4	10.3	-
Percentage of possible points		42%		-	52%		-
2025 Annual criterion-referenced target percentage		47%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	53%	40%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	45%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	3	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	-
	Advanced coursework completion	3	4	-
	Additional indicators total	7	8	10.0
Weighted total		4.3	10.7	-
Percentage of possible points		40%		-
2026 Annual criterion-referenced target percentage		40%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	3	4	-
	Achievement total	3	12	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	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	2	4	-
	Advanced coursework completion	3	4	-
	Additional indicators total	5	8	10.0
Weighted total		5.7	10.7	-
Percentage of possible points		53%		-
2025 Annual criterion-referenced target percentage		53%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	503.4	495.4	-8.0	505.5	176	0	Path Forward: Declined
Lowest Performing	490.6	473.5	-17.1	495.7	39	0	Path Forward: Declined
High Needs	500.1	487.5	-12.6	503.4	79	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	501.7	493.8	-7.9	504.5	50	0	Path Forward: Declined
Students with Disabilities	490.4	477.2	-13.2	493.0	30	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.8	496.5	-8.3	507.8	133	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	500.6	494.2	-6.4	503.4	175	0	Path Forward: Declined
Lowest Performing	482.1	475.3	-6.8	487.2	39	0	Path Forward: Declined
High Needs	495.8	486.6	-9.2	499.9	79	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	499.1	491.5	-7.6	503.1	50	0	Path Forward: Declined
Students with Disabilities	482.8	477.1	-5.7	487.2	30	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.5	495.9	-7.6	506.4	132	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	502.8	497.0	-5.8	504.8	172	0	Path Forward: Declined
Lowest Performing	489.3	476.3	-13.0	494.0	39	0	Path Forward: Declined
High Needs	500.7	490.6	-10.1	503.5	75	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	503.4	496.5	-6.9	506.2	49	0	Path Forward: Declined
Students with Disabilities	492.6	482.4	-10.2	495.7	28	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.9	498.5	-5.4	506.2	132	0	Path Forward: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.5	151	3	Typical Growth - High
Lowest Performing	60.5	39	4	Exceeded Typical Growth
High Needs	58.1	64	3	Typical Growth - High
English Learners and Former English Learners	-	10	-	-
Low Income	53.4	38	3	Typical Growth - High
Students with Disabilities	64.2	29	4	Exceeded Typical Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	16	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.3	116	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.4	151	3	Typical Growth - High
Lowest Performing	55.8	39	3	Typical Growth - High
High Needs	56.5	65	3	Typical Growth - High
English Learners and Former English Learners	-	12	-	-
Low Income	57.4	39	3	Typical Growth - High
Students with Disabilities	57.9	29	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	16	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.8	116	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.7	98.1	1.4	95.0	159	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	95.8	96.9	1.1	95.0	98	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	95.5	98.8	3.3	95.0	80	4	Exceeded Target
Students with Disabilities	94.3	94.9	0.6	95.0	39	3	Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.1	97.8	-0.3	95.0	136	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.1	98.0	-0.1	95.0	150	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.5	97.5	0.0	95.0	119	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	97.2	97.3	0.1	95.0	112	4	Exceeded Target
Students with Disabilities	95.8	97.1	1.3	95.0	35	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	97.3	99.1	1.8	95.0	106	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.3	0.3	0.0	1.0	682	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.3	0.3	0.0	1.0	328	3	Met Target
English Learners and Former English Learners	-	-	-	-	21	-	-
Low Income	0.4	0.4	0.0	1.0	241	3	Met Target
Students with Disabilities	0.0	0.7	0.7	1.0	134	3	Met Target
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	40	-	-
Hispanic or Latino	-	-	-	-	63	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	28	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	0.2	0.4	0.2	1.0	541	3	Met Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	33.3	15.0	-18.3	39.3	20	0	Declined
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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	11.6	7.9	-3.7	9.3	705	4	Exceeded Target
Lowest Performing	12.8	2.6	-10.2	7.0	39	4	Exceeded Target
High Needs	14.3	8.7	-5.6	10.5	355	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	62	-	-
Low Income	15.1	9.0	-6.1	10.0	256	4	Exceeded Target
Students with Disabilities	16.3	11.1	-5.2	11.9	126	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	49	-	-
Hispanic or Latino	-	-	-	-	89	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	32	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	11.2	8.1	-3.1	8.7	529	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	95.6	95.2	-0.4	95.0	330	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	93.9	92.8	-1.1	95.0	166	3	Met Target
English Learners and Former English Learners	-	-	-	-	21	-	-
Low Income	94.4	91.9	-2.5	95.0	124	3	Met Target
Students with Disabilities	95.3	90.6	-4.7	95.0	64	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	35	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	97.3	95.0	-2.3	95.0	258	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	176	176	100	Yes	1	175	175	100	Yes	1	176	176	100	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	79	79	79	79	79	79	237	237	100	Yes	1
English Learners and Former English Learners	15	15	15	15	15	15	45	-	-	-	-
Low Income	50	50	50	50	50	50	150	150	100	Yes	1
Students with Disabilities	30	30	30	30	30	30	90	90	100	Yes	1
American Indian or Alaska Native	2	2	2	2	2	2	6	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	16	16	16	16	16	16	48	-	-	-	-
Hispanic or Latino	16	16	16	16	16	16	48	-	-	-	-
Multi-Race, Not Hispanic or Latino	9	9	9	9	9	9	27	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	133	133	132	132	133	133	398	398	100	Yes	1

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