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Fairhaven High
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2025
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2025 Official Accountability Report - Fairhaven High
Organization Information
DISTRICT NAME
Fairhaven (00940000)		TITLE I STATUS
Non-Title I School
REGION
Coastal		GRADES SERVED
09,10,11,12

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
46% - Moderate progress toward targets27

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage83%22%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		46%
Moderate 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
30

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage62%16%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		34%
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 501.0 497.8 -3.2 503.1 1220Recovery Path: Declined
Lowest Performing 477.3 478.7 1.4 482.4 262Path Forward: Improved Below Target
High Needs 491.3 487.3 -4.0 494.6 500Path Forward: Declined
English Learners and Former English Learners-------
Low Income 494.1 490.5 -3.6 496.9 380Path Forward: Declined
Students with Disabilities---- 21--
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 3--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 501.3 498.3 -3.0 503.2 1000Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 502.7 495.3 -7.4 504.9 1220Recovery Path: Declined
Lowest Performing 483.2 474.7 -8.5 488.3 260Path Forward: Declined
High Needs 493.6 483.8 -9.8 497.7 500Path Forward: Declined
English Learners and Former English Learners-------
Low Income 494.9 486.9 -8.0 497.0 380Recovery Path: Declined
Students with Disabilities---- 21--
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 3--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 503.1 495.0 -8.1 505.1 1000Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 496.0 490.5 -5.5 499.0 1150Recovery Path: Declined
Lowest Performing 477.2 468.7 -8.5 481.9 260Path Forward: Declined
High Needs 490.9 480.8 -10.1 493.8 460Recovery Path: Declined
English Learners and Former English Learners-------
Low Income 492.6 482.4 -10.2 496.0 360Recovery Path: Declined
Students with Disabilities---- 19--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 3--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 497.2 491.5 -5.7 499.6 950Recovery Path: Declined

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students 50.1 1113Typical Growth - High
Lowest Performing 56.0 263Typical Growth - High
High Needs 51.2 433Typical Growth - High
English Learners and Former English Learners----
Low Income 49.4 342Typical Growth - Low
Students with Disabilities- 17--
American Indian or Alaska Native----
Asian- 3--
Black or African American- 3--
Hispanic or Latino- 6--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 50.5 953Typical Growth - High

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students 44.2 1112Typical Growth - Low
Lowest Performing 46.5 262Typical Growth - Low
High Needs 48.0 432Typical Growth - Low
English Learners and Former English Learners----
Low Income 46.6 342Typical Growth - Low
Students with Disabilities- 17--
American Indian or Alaska Native----
Asian- 3--
Black or African American- 3--
Hispanic or Latino- 6--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 42.9 952Typical Growth - Low

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 93.0 92.9 -0.1 95.0 1551No Change
Lowest Performing-------
High Needs 87.2 86.2 -1.0 91.6 800Declined
English Learners and Former English Learners---- 2--
Low Income 88.2 87.5 -0.7 92.3 720Declined
Students with Disabilities---- 19--
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 1--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 94.5 93.9 -0.6 95.0 1310Declined

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students 94.3 94.2 -0.1 95.0 1721No Change
Lowest Performing-------
High Needs 86.4 89.7 3.3 90.1 783Met Target
English Learners and Former English Learners---- 2--
Low Income 89.7 91.2 1.5 93.4 682Improved Below Target
Students with Disabilities---- 26--
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 4--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 94.9 95.2 0.3 95.0 1463Met Target

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 1.6 1.4 -0.2 1.4 5893Met Target
Lowest Performing-------
High Needs 2.4 2.8 0.4 2.2 2490Declined
English Learners and Former English Learners---- 5--
Low Income 2.4 3.5 1.1 2.2 1990Declined
Students with Disabilities---- 88--
American Indian or Alaska Native---- 2--
Asian---- 14--
Black or African American---- 10--
Hispanic or Latino---- 48--
Multi-Race, Not Hispanic or Latino---- 22--
Native Hawaiian or Other Pacific Islander-------
White 1.5 1.0 -0.5 1.4 4934Exceeded 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 21.1 27.8 6.7 18.8 5860Declined
Lowest Performing 25.0 38.5 13.5 19.2 260Declined
High Needs 34.6 37.3 2.7 30.8 2440Declined
English Learners and Former English Learners---- 9--
Low Income 38.4 38.6 0.2 33.3 2071No Change
Students with Disabilities---- 78--
American Indian or Alaska Native---- 3--
Asian---- 13--
Black or African American---- 13--
Hispanic or Latino---- 60--
Multi-Race, Not Hispanic or Latino---- 24--
Native Hawaiian or Other Pacific Islander-------
White 19.5 26.4 6.9 17.0 4730Declined

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 63.1 49.0 -14.1 67.2 2860Declined
Lowest Performing-------
High Needs 43.2 33.3 -9.9 49.3 1140Declined
English Learners and Former English Learners---- 5--
Low Income 46.7 38.3 -8.4 53.5 940Declined
Students with Disabilities---- 39--
American Indian or Alaska Native---- 1--
Asian---- 8--
Black or African American---- 4--
Hispanic or Latino---- 30--
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 64.9 51.9 -13.0 69.0 2310Declined


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 link Interpretive Materials
Accountability Terms document link Glossary of Accountability Terms

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