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Athol High
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2025 Official Accountability Report - Athol High
Organization Information
DISTRICT NAME
Athol-Royalston (06150000)		TITLE I STATUS
Title I School
REGION
West/Central		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: Students with Disabilities -Low Income -High Needs -All Students
Progress toward improvement targetsAccountability percentile
27% - Moderate progress toward targets12

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage44%15%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		27%
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
16

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage44%15%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		27%
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 491.2 486.5 -4.7 493.2 790Recovery Path: Declined
Lowest Performing---- 18--
High Needs 488.5 482.8 -5.7 492.8 570Path Forward: Declined
English Learners and Former English Learners---- 4--
Low Income 488.8 481.7 -7.1 493.7 510Path Forward: Declined
Students with Disabilities---- 19--
American Indian or Alaska Native-------
Asian---- 4--
Black or African American-------
Hispanic or Latino---- 11--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 489.6 486.9 -2.7 494.7 600Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 487.6 486.4 -1.2 491.7 730Path Forward: Declined
Lowest Performing---- 18--
High Needs 485.0 483.5 -1.5 489.2 510Path Forward: Declined
English Learners and Former English Learners---- 4--
Low Income 485.7 483.0 -2.7 489.5 450Path Forward: Declined
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian---- 4--
Black or African American-------
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 486.4 487.9 1.5 490.4 552Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 484.3 482.6 -1.7 489.4 670Recovery Path: Declined
Lowest Performing---- 18--
High Needs 481.9 478.5 -3.4 489.3 480Recovery Path: Declined
English Learners and Former English Learners---- 2--
Low Income 482.0 477.3 -4.7 489.6 420Recovery Path: Declined
Students with Disabilities---- 18--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American-------
Hispanic or Latino---- 9--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 483.5 485.0 1.5 488.8 532Recovery Path: Improved Below Target

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students 46.8 682Typical Growth - Low
Lowest Performing- 18--
High Needs 45.3 482Typical Growth - Low
English Learners and Former English Learners- 0--
Low Income 44.3 442Typical Growth - Low
Students with Disabilities- 15--
American Indian or Alaska Native----
Asian- 2--
Black or African American----
Hispanic or Latino- 9--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 47.1 542Typical Growth - Low

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students 45.3 642Typical Growth - Low
Lowest Performing- 18--
High Needs 45.4 442Typical Growth - Low
English Learners and Former English Learners- 1--
Low Income 45.6 402Typical Growth - Low
Students with Disabilities- 11--
American Indian or Alaska Native----
Asian- 3--
Black or African American----
Hispanic or Latino- 8--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 47.4 502Typical Growth - Low

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 85.4 83.8 -1.6 89.9 1050Declined
Lowest Performing-------
High Needs 82.9 81.4 -1.5 88.0 860Declined
English Learners and Former English Learners---- 5--
Low Income 83.3 80.2 -3.1 88.6 810Declined
Students with Disabilities---- 29--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 6--
Hispanic or Latino---- 25--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 90.5 83.1 -7.4 94.4 710Declined

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students 91.0 91.5 0.5 93.7 822Improved Below Target
Lowest Performing-------
High Needs 87.3 90.0 2.7 90.9 702Improved Below Target
English Learners and Former English Learners---- 4--
Low Income 88.2 90.9 2.7 92.5 662Improved Below Target
Students with Disabilities---- 25--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 3--
Hispanic or Latino---- 11--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 91.0 93.7 2.7 93.8 633Met Target

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 2.0 2.9 0.9 1.8 4100Declined
Lowest Performing-------
High Needs 2.5 3.2 0.7 2.2 2820Declined
English Learners and Former English Learners---- 13--
Low Income 2.0 3.6 1.6 1.8 2530Declined
Students with Disabilities---- 102--
American Indian or Alaska Native---- 1--
Asian---- 8--
Black or African American---- 17--
Hispanic or Latino---- 79--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 2.4 2.7 0.3 2.2 2970Declined

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 21.9 23.3 1.4 18.9 4250Declined
Lowest Performing---- 18--
High Needs 28.0 28.6 0.6 24.4 2940Declined
English Learners and Former English Learners---- 23--
Low Income 28.6 29.3 0.7 24.6 2730Declined
Students with Disabilities---- 94--
American Indian or Alaska Native-------
Asian---- 8--
Black or African American---- 13--
Hispanic or Latino---- 84--
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 20.1 22.8 2.7 16.5 3030Declined

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 68.6 73.6 5.0 73.4 2083Met Target
Lowest Performing-------
High Needs 60.1 64.9 4.8 65.2 1343Met Target
English Learners and Former English Learners---- 10--
Low Income 62.6 63.7 1.1 67.9 1242Improved Below Target
Students with Disabilities---- 40--
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 10--
Hispanic or Latino---- 45--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 69.3 72.7 3.4 74.1 1432Improved Below 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.


Resources
Interpretive Materials link Interpretive Materials
Accountability Terms document link Glossary of Accountability Terms

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