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Medway High
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2025 Official Accountability Report - Medway High
Organization Information
DISTRICT NAME
Medway (01770000)		TITLE I STATUS
Non-Title I School
REGION
Coastal		GRADES SERVED
09,10,11,12

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: Low Income
Progress toward improvement targetsAccountability percentile
59% - Substantial progress toward targets76

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage82%44%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		59%
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
64

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage68%22%
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 510.4 504.8 -5.6 511.9 1260Recovery Path: Declined
Lowest Performing 493.7 488.7 -5.0 497.3 250Path Forward: Declined
High Needs 497.6 488.5 -9.1 499.5 300Path Forward: Declined
English Learners and Former English Learners---- 7--
Low Income 501.0 493.4 -7.6 504.6 200Path Forward: Declined
Students with Disabilities---- 13--
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 2--
Hispanic or Latino---- 12--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 511.3 505.8 -5.5 513.2 990Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 508.3 505.9 -2.4 510.2 1350Recovery Path: Declined
Lowest Performing 493.8 486.6 -7.2 497.1 250Path Forward: Declined
High Needs 492.4 489.5 -2.9 495.1 330Path Forward: Declined
English Learners and Former English Learners---- 7--
Low Income 494.3 491.5 -2.8 498.8 240Path Forward: Declined
Students with Disabilities---- 14--
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 4--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 507.9 505.7 -2.2 509.6 1050Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 512.7 512.1 -0.6 513.7 1363Path Forward: Met Target
Lowest Performing 493.7 497.5 3.8 496.3 254Path Forward: Exceeded Target
High Needs 499.1 497.0 -2.1 501.4 350Path Forward: Declined
English Learners and Former English Learners---- 8--
Low Income 504.0 497.1 -6.9 506.0 250Path Forward: Declined
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 4--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 511.8 513.1 1.3 513.1 1054Path Forward: Exceeded Target

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students 54.0 1163Typical Growth - High
Lowest Performing 50.0 253Typical Growth - High
High Needs 44.1 242Typical Growth - Low
English Learners and Former English Learners- 3--
Low Income- 18--
Students with Disabilities- 10--
American Indian or Alaska Native----
Asian- 7--
Black or African American- 1--
Hispanic or Latino- 10--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 53.8 923Typical Growth - High

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students 53.7 1273Typical Growth - High
Lowest Performing 62.0 254Exceeded Typical Growth
High Needs 52.5 303Typical Growth - High
English Learners and Former English Learners- 6--
Low Income 52.5 243Typical Growth - High
Students with Disabilities- 11--
American Indian or Alaska Native----
Asian- 7--
Black or African American- 4--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 53.8 983Typical Growth - High

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 98.8 97.3 -1.5 95.0 1474Exceeded Target
Lowest Performing-------
High Needs 96.2 93.2 -3.0 95.0 590Declined
English Learners and Former English Learners---- 2--
Low Income 94.3 93.2 -1.1 95.0 440Declined
Students with Disabilities---- 29--
American Indian or Alaska Native---- 2--
Asian---- 5--
Black or African American---- 7--
Hispanic or Latino---- 11--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 99.3 97.5 -1.8 95.0 1204Exceeded Target

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students 98.9 99.4 0.5 95.0 1634Exceeded Target
Lowest Performing-------
High Needs 96.5 98.1 1.6 95.0 534Exceeded Target
English Learners and Former English Learners---- 3--
Low Income 93.8 97.1 3.3 95.0 354Exceeded Target
Students with Disabilities---- 23--
American Indian or Alaska Native---- 1--
Asian---- 5--
Black or African American---- 1--
Hispanic or Latino---- 12--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 99.4 100.0 0.6 95.0 1394Exceeded Target

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 0.5 1.6 1.1 1.0 6070Declined
Lowest Performing-------
High Needs 0.0 3.1 3.1 1.0 1600Declined
English Learners and Former English Learners---- 15--
Low Income 0.0 3.2 3.2 1.0 930Declined
Students with Disabilities---- 80--
American Indian or Alaska Native---- 2--
Asian---- 24--
Black or African American---- 15--
Hispanic or Latino---- 56--
Multi-Race, Not Hispanic or Latino---- 20--
Native Hawaiian or Other Pacific Islander---- 2--
White 0.2 1.4 1.2 1.0 4880Declined

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 14.9 13.7 -1.2 13.8 6263Met Target
Lowest Performing 17.1 16.0 -1.1 13.1 252Improved Below Target
High Needs 32.8 27.1 -5.7 29.7 1774Exceeded Target
English Learners and Former English Learners---- 29--
Low Income 33.6 26.8 -6.8 29.4 1124Exceeded Target
Students with Disabilities---- 88--
American Indian or Alaska Native-------
Asian---- 25--
Black or African American---- 15--
Hispanic or Latino---- 65--
Multi-Race, Not Hispanic or Latino---- 22--
Native Hawaiian or Other Pacific Islander---- 3--
White 13.2 13.3 0.1 11.8 4961No Change

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 86.2 78.4 -7.8 88.3 3190Declined
Lowest Performing-------
High Needs 64.1 54.0 -10.1 70.1 870Declined
English Learners and Former English Learners---- 12--
Low Income 64.8 55.8 -9.0 70.6 520Declined
Students with Disabilities---- 44--
American Indian or Alaska Native-------
Asian---- 12--
Black or African American---- 5--
Hispanic or Latino---- 30--
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander---- 2--
White 86.5 79.5 -7.0 89.0 2590Declined


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.


Resources
Interpretive Materials Interpretive Materials
Accountability Terms Glossary of Accountability Terms

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