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Georgetown High School
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2025
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2025 Official Accountability Report - Georgetown High School
Organization Information
DISTRICT NAME
Georgetown (01050000)		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
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
55% - Substantial progress toward targets44

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage88%34%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		55%
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
28

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage69%18%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		38%
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 510.1 496.5 -13.6 514.0 620Recovery Path: Declined
Lowest Performing---- 18--
High Needs 502.3 484.3 -18.0 504.9 260Path Forward: Declined
English Learners and Former English Learners---- 3--
Low Income---- 17--
Students with Disabilities---- 10--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 11--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 510.2 498.6 -11.6 514.1 490Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 508.4 493.7 -14.7 512.1 610Recovery Path: Declined
Lowest Performing---- 18--
High Needs 493.7 481.2 -12.5 497.5 250Path Forward: Declined
English Learners and Former English Learners---- 3--
Low Income---- 16--
Students with Disabilities---- 10--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 509.0 494.7 -14.3 512.6 490Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 509.3 492.7 -16.6 512.7 590Recovery Path: Declined
Lowest Performing---- 18--
High Needs 493.1 471.5 -21.6 496.9 240Path Forward: Declined
English Learners and Former English Learners---- 3--
Low Income---- 15--
Students with Disabilities---- 10--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 11--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 510.1 496.5 -13.6 513.4 460Recovery Path: Declined

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students 44.2 592Typical Growth - Low
Lowest Performing- 18--
High Needs 40.7 232Typical Growth - Low
English Learners and Former English Learners- 2--
Low Income- 16--
Students with Disabilities- 9--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 10--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 44.5 472Typical Growth - Low

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students 53.2 583Typical Growth - High
Lowest Performing- 18--
High Needs 45.9 222Typical Growth - Low
English Learners and Former English Learners- 2--
Low Income- 15--
Students with Disabilities- 9--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 9--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 56.6 473Typical Growth - High

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 96.3 97.3 1.0 95.0 744Exceeded Target
Lowest Performing-------
High Needs 89.3 91.7 2.4 92.8 242Improved Below Target
English Learners and Former English Learners---- 1--
Low Income---- 14--
Students with Disabilities---- 19--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 3--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White 97.3 98.6 1.3 95.0 704Exceeded Target

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students 96.8 96.3 -0.5 95.0 804Exceeded Target
Lowest Performing-------
High Needs 94.3 89.3 -5.0 95.0 280Declined
English Learners and Former English Learners-------
Low Income---- 20--
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 3--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 96.4 97.3 0.9 95.0 754Exceeded Target

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 0.7 0.7 0.0 1.0 2893Met Target
Lowest Performing-------
High Needs 2.2 2.2 0.0 2.0 901No Change
English Learners and Former English Learners---- 9--
Low Income---- 54--
Students with Disabilities---- 49--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 3--
Hispanic or Latino---- 29--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander---- 2--
White 0.7 0.4 -0.3 1.0 2484Exceeded 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 16.1 24.0 7.9 14.8 2710Declined
Lowest Performing---- 18--
High Needs 31.6 35.6 4.0 29.3 870Declined
English Learners and Former English Learners---- 10--
Low Income---- 56--
Students with Disabilities---- 37--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 2--
Hispanic or Latino---- 38--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander---- 2--
White 14.8 21.2 6.4 13.4 2220Declined

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 64.4 68.2 3.8 67.7 1323Met Target
Lowest Performing-------
High Needs 22.0 40.0 18.0 27.3 354Exceeded Target
English Learners and Former English Learners---- 4--
Low Income---- 22--
Students with Disabilities---- 19--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American-------
Hispanic or Latino---- 16--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander---- 2--
White 67.2 73.6 6.4 70.7 1104Exceeded 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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