Massachusetts School and District Profiles

Martha's Vineyard Charter Public School (District)

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Martha's Vineyard Charter Public School (District)

Organization Information

DISTRICT NAME
Martha's Vineyard Charter Public School (District) (04660000)

TITLE I STATUS
Title I District

REGION
Coastal

GRADES SERVED
K,01,02,03,04,05,06,07,08,09,10,11,12

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: White -Students with Disabilities -Low Income -High Needs -All Students

Progress toward improvement targets	Accountability percentile
32% - 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	41%	26%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	32%
	Moderate progress toward targets

2026 Points awarded

2026 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	-	-	-	-	-	-	-	-	-	-
	Mathematics achievement	2	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	4	4	-	-	-	-	-	-	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-	-	-	-	-	-	-
Weighted total		2.7	10.3	-	-	-	-	-	-	-	-	-	-
Percentage of possible points		26%		-	-		-	-		-	-		-
Percentage of possible points by gradespan		26% Weight of non-high school results:100%						- Weight of high school results:0%
2026 Annual criterion-referenced target percentage		26%

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	0	4	-	2	4	-	-	-	-	-	-	-
	Mathematics achievement	0	4	-	2	4	-	-	-	-	-	-	-
	Science achievement	4	4	-	-	-	-	-	-	-	-	-	-
	Achievement total	4	12	67.5	4	8	67.5	-	-	-	-	-	-
Growth	English language arts growth	2	4	-	2	4	-	-	-	-	-	-	-
	Mathematics growth	2	4	-	2	4	-	-	-	-	-	-	-
	Growth total	4	8	22.5	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	-	0	4	-	-	-	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0	-	-	-	-	-	-
Weighted total		3.6	10.3	-	3.6	7.6	-	-	-	-	-	-	-
Percentage of possible points		35%		-	47%		-	-		-	-		-
Percentage of possible points by gradespan		41% Weight of non-high school results:100%						- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		41%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	38%	17%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	26%
	Moderate progress toward targets

2026 Points awarded

2026 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	0	4	-	-	-	-
	Science achievement	-	-	-	-	-	-
	Achievement total	0	8	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	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-
Weighted total		1.3	7.6	-	-	-	-
Percentage of possible points		17%		-	-		-
Percentage of possible points by gradespan		17% Weight of non-high school results:100%			- Weight of high school results:0%
2026 Annual criterion-referenced target percentage		17%

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	1	4	-	-	-	-
	Mathematics achievement	2	4	-	-	-	-
	Science achievement	-	-	-	-	-	-
	Achievement total	3	8	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		2.9	7.6	-	-	-	-
Percentage of possible points		38%		-	-		-
Percentage of possible points by gradespan		38% Weight of non-high school results:100%			- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		38%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	497.3	496.6	-0.7	499.6	80	0	Path Forward: Declined
Lowest Performing	-	-	-	-	14	-	-
High Needs	493.7	490.6	-3.1	496.6	45	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	494.7	491.3	-3.4	497.1	29	0	Path Forward: Declined
Students with Disabilities	487.2	487.6	0.4	490.5	26	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.1	498.5	-0.6	501.5	61	0	Path Forward: Declined

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	-	-	-	-	5	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	5	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	4	-	-
Students with Disabilities	-	-	-	-	5	-	-
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	-	-	-	-	5	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	489.8	490.1	0.3	492.3	76	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	14	-	-
High Needs	488.6	484.8	-3.8	491.3	42	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	489.7	486.1	-3.6	492.5	27	0	Path Forward: Declined
Students with Disabilities	483.7	484.1	0.4	487.1	24	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.6	491.7	0.1	494.4	59	2	Path Forward: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	-	-	-	-	5	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	5	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	4	-	-
Students with Disabilities	-	-	-	-	5	-	-
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	-	-	-	-	5	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	505.3	496.3	-9.0	508.9	26	0	Path Forward: Declined
Lowest Performing	-	-	-	-	8	-	-
High Needs	-	-	-	-	15	-	-
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	10	-	-
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	18	-	-

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	-	-	-	-	4	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	4	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	3	-	-
Students with Disabilities	-	-	-	-	4	-	-
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	-	-	-	-	4	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.3	62	2	Typical Growth - Low
Lowest Performing	-	14	-	-
High Needs	44.5	33	2	Typical Growth - Low
English Learners and Former English Learners	-	6	-	-
Low Income	43.9	22	2	Typical Growth - Low
Students with Disabilities	-	18	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.3	51	3	Typical Growth - High

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	-	5	-	-
Lowest Performing	-	-	-	-
High Needs	-	5	-	-
English Learners and Former English Learners	-	1	-	-
Low Income	-	4	-	-
Students with Disabilities	-	5	-	-
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	-	5	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.8	59	2	Typical Growth - Low
Lowest Performing	-	14	-	-
High Needs	46.8	31	2	Typical Growth - Low
English Learners and Former English Learners	-	6	-	-
Low Income	46.3	21	2	Typical Growth - Low
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.5	50	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	-	5	-	-
Lowest Performing	-	-	-	-
High Needs	-	5	-	-
English Learners and Former English Learners	-	1	-	-
Low Income	-	4	-	-
Students with Disabilities	-	5	-	-
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	-	5	-	-

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	-	-	-	-	3	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	2	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	1	-	-
Students with Disabilities	-	-	-	-	1	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	2	-	-

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	-	-	-	-	6	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	3	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	3	-	-
Students with Disabilities	-	-	-	-	3	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	5	-	-

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	-	-	-	-	37	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	21	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	25	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 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	2025 Rate (%)	2026 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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	58.6	39.0	-19.6	57.1	118	4	Exceeded Target
Lowest Performing	-	-	-	-	14	-	-
High Needs	59.5	39.7	-19.8	57.1	73	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	58.7	40.8	-17.9	55.5	49	4	Exceeded Target
Students with Disabilities	68.2	38.5	-29.7	64.6	39	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	61.4	39.8	-21.6	59.6	88	4	Exceeded Target

Chronic absenteeism - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	41	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	31	-	-
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	21	-	-
Students with Disabilities	-	-	-	-	23	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	28	-	-

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	24	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	17	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	11	-	-
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	13	-	-

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	89	84	94	No	1	89	81	93	No	2	35	30	90	No	2

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	52	49	52	47	23	19	127	115	92	No	2
English Learners and Former English Learners	9	8	9	9	5	5	23	-	-	-	-
Low Income	34	32	34	31	16	13	84	76	92	No	2
Students with Disabilities	33	30	33	29	14	11	80	70	90	No	2
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	2	2	2	2	2	2	6	-	-	-	-
Hispanic or Latino	7	7	7	7	3	3	17	-	-	-	-
Multi-Race, Not Hispanic or Latino	9	9	9	7	2	2	20	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	70	65	70	64	27	22	167	151	93	No	2

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