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Monson
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2025
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2025 Official Accountability Report - Monson
Organization Information
DISTRICT NAME
Monson (01910000)		TITLE I STATUS
Title I District
REGION
West/Central		GRADES SERVED
PK,K,01,02,03,04,05,06,07,08,09,10,11,12

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
39% - Moderate progress toward targets-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage49%33%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		39%
Moderate progress toward targets

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)
Points earned Total possible points Weight % Points earned Total possible points Weight % Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-04-04----
Mathematics achievement24-44-04----
Science achievement04----04----
Achievement total21267.54867.501247.5---
GrowthEnglish language arts growth24-24-34----
Mathematics growth34-34-24----
Growth total5822.55822.55822.5---
High school completionFour-year cohort graduation rate------04----
Extended engagement rate------04----
Annual dropout rate------04----
High school completion total------01220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------------
Additional indicatorsChronic absenteeism24-04-34----
Advanced coursework completion------04----
Additional indicators total2410.00410.03810.0---
Weighted total2.710.3-3.87.6-1.410.7----
Percentage of possible points 26%-50%-13%---
Percentage of possible points by gradespan38%
Weight of non-high school results:79%		13%
Weight of high school results:21%
2025 Annual criterion-referenced target percentage33%

2024 Points awarded

2024 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)
Points earned Total possible points Weight % Points earned Total possible points Weight % Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-24-04----
Mathematics achievement24-24-04----
Science achievement24----04----
Achievement total61267.54867.501247.5---
GrowthEnglish language arts growth34-34-44----
Mathematics growth24-24-44----
Growth total5822.55822.58822.5---
High school completionFour-year cohort graduation rate------04----
Extended engagement rate------44----
Annual dropout rate------04----
High school completion total------41220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------------
Additional indicatorsChronic absenteeism44-44-04----
Advanced coursework completion------44----
Additional indicators total4410.04410.04810.0---
Weighted total5.610.3-4.27.6-3.010.7----
Percentage of possible points 54%-55%-28%---
Percentage of possible points by gradespan55%
Weight of non-high school results:77%		28%
Weight of high school results:23%
2024 Annual criterion-referenced target percentage49%

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage54%31%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		40%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)		 High Needs Student Group
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04----
Mathematics achievement34----
Science achievement04----
Achievement total31267.5---
GrowthEnglish language arts growth24----
Mathematics growth34----
Growth total5822.5---
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total3.210.3----
Percentage of possible points 31%---
Percentage of possible points by gradespan31%
Weight of non-high school results:100%		-
Weight of high school results:0%
2025 Annual criterion-referenced target percentage31%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)		 High Needs Student Group
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement24----
Mathematics achievement04----
Science achievement44----
Achievement total61267.5---
GrowthEnglish language arts growth34----
Mathematics growth24----
Growth total5822.5---
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total5.610.3----
Percentage of possible points 54%---
Percentage of possible points by gradespan54%
Weight of non-high school results:100%		-
Weight of high school results:0%
2024 Annual criterion-referenced target percentage54%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 492.7 489.8 -2.9 495.5 4000Recovery Path: Declined
Lowest Performing 465.7 464.1 -1.6 470.8 790Path Forward: Declined
High Needs 484.8 482.9 -1.9 486.8 2140Recovery Path: Declined
English Learners and Former English Learners---- 9--
Low Income 486.8 484.3 -2.5 487.8 1570Path Forward: Declined
Students with Disabilities 475.5 472.7 -2.8 477.6 1090Path Forward: Declined
American Indian or Alaska Native---- 3--
Asian---- 5--
Black or African American---- 4--
Hispanic or Latino 488.3 487.0 -1.3 490.8 400Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 493.2 490.2 -3.0 496.1 3410Recovery Path: Declined

English language arts achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 505.2 499.7 -5.5 507.8 400Path Forward: Declined
Lowest Performing-------
High Needs---- 20--
English Learners and Former English Learners---- 1--
Low Income---- 14--
Students with Disabilities---- 11--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino-------
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander---- 1--
White 505.2 498.1 -7.1 507.8 350Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 485.5 487.4 1.9 488.1 3982Recovery Path: Improved Below Target
Lowest Performing 461.4 468.9 7.5 465.5 794Recovery Path: Exceeded Target
High Needs 479.2 481.3 2.1 481.0 2143Recovery Path: Met Target
English Learners and Former English Learners---- 9--
Low Income 480.2 481.4 1.2 482.1 1572Path Forward: Improved Below Target
Students with Disabilities 473.5 474.7 1.2 475.7 1092Path Forward: Improved Below Target
American Indian or Alaska Native---- 3--
Asian---- 5--
Black or African American---- 4--
Hispanic or Latino 483.1 484.5 1.4 485.5 402Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 486.0 487.7 1.7 488.5 3392Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 500.0 494.5 -5.5 502.3 410Recovery Path: Declined
Lowest Performing-------
High Needs---- 19--
English Learners and Former English Learners---- 1--
Low Income---- 13--
Students with Disabilities---- 10--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino-------
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander---- 1--
White 500.7 491.4 -9.3 503.4 360Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 493.3 488.3 -5.0 496.0 1320Path Forward: Declined
Lowest Performing---- 33--
High Needs 488.7 480.7 -8.0 491.7 790Path Forward: Declined
English Learners and Former English Learners---- 1--
Low Income 491.5 480.5 -11.0 494.8 600Path Forward: Declined
Students with Disabilities 478.5 473.6 -4.9 481.9 400Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 495.1 488.7 -6.4 496.8 1140Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 497.0 489.6 -7.4 500.2 380Recovery Path: Declined
Lowest Performing-------
High Needs---- 18--
English Learners and Former English Learners---- 1--
Low Income---- 12--
Students with Disabilities---- 10--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino-------
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander---- 1--
White 497.5 487.0 -10.5 500.0 330Recovery Path: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 44.1 3272Typical Growth - Low
Lowest Performing 42.4 792Typical Growth - Low
High Needs 44.2 1762Typical Growth - Low
English Learners and Former English Learners- 5--
Low Income 42.9 1262Typical Growth - Low
Students with Disabilities 41.2 892Typical Growth - Low
American Indian or Alaska Native- 1--
Asian- 3--
Black or African American- 2--
Hispanic or Latino 47.1 322Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 43.7 2842Typical Growth - Low

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students 51.6 363Typical Growth - High
Lowest Performing----
High Needs- 16--
English Learners and Former English Learners----
Low Income- 12--
Students with Disabilities- 8--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino----
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander- 1--
White 51.0 313Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 53.4 3273Typical Growth - High
Lowest Performing 54.9 793Typical Growth - High
High Needs 53.4 1783Typical Growth - High
English Learners and Former English Learners- 6--
Low Income 53.1 1273Typical Growth - High
Students with Disabilities 51.2 903Typical Growth - High
American Indian or Alaska Native- 1--
Asian- 4--
Black or African American- 2--
Hispanic or Latino 49.9 322Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 53.4 2833Typical Growth - High

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students 43.6 372Typical Growth - Low
Lowest Performing----
High Needs- 15--
English Learners and Former English Learners----
Low Income- 11--
Students with Disabilities- 8--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino----
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander- 1--
White 41.0 332Typical Growth - Low

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 82.9 82.2 -0.7 84.9 450Declined
Lowest Performing-------
High Needs---- 30--
English Learners and Former English Learners-------
Low Income---- 26--
Students with Disabilities---- 13--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 1--
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 82.9 82.9 0.0 84.9 351No Change

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students 95.8 90.2 -5.6 95.0 410Declined
Lowest Performing-------
High Needs---- 25--
English Learners and Former English Learners---- 1--
Low Income---- 23--
Students with Disabilities---- 7--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American-------
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 96.7 88.6 -8.1 95.0 350Declined

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 2.6 4.6 2.0 2.3 1530Declined
Lowest Performing-------
High Needs---- 71--
English Learners and Former English Learners---- 1--
Low Income---- 55--
Students with Disabilities---- 39--
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 2--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander---- 1--
White 3.1 5.5 2.4 2.8 1280Declined

Progress toward attaining English language proficiency - Non-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-------

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 - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 11.3 11.1 -0.2 10.3 5482Improved Below Target
Lowest Performing 17.5 21.5 4.0 15.4 790Declined
High Needs 14.6 17.0 2.4 12.8 2890Declined
English Learners and Former English Learners---- 11--
Low Income 15.7 19.1 3.4 13.3 2150Declined
Students with Disabilities 14.4 16.8 2.4 12.0 1490Declined
American Indian or Alaska Native---- 3--
Asian---- 5--
Black or African American---- 6--
Hispanic or Latino 17.5 20.4 2.9 14.6 490Declined
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 10.6 10.3 -0.3 9.4 4762Improved Below Target

Chronic absenteeism - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 22.9 21.3 -1.6 21.3 1553Met Target
Lowest Performing-------
High Needs---- 82--
English Learners and Former English Learners---- 3--
Low Income---- 66--
Students with Disabilities---- 46--
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 5--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander---- 2--
White 20.4 18.5 -1.9 18.6 1243Met Target

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 67.7 57.8 -9.9 71.1 640Declined
Lowest Performing-------
High Needs---- 32--
English Learners and Former English Learners---- 1--
Low Income---- 26--
Students with Disabilities---- 17--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American-------
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander---- 1--
White 71.2 62.3 -8.9 74.8 530Declined

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 455 44097Yes 1 459 43996Yes 1 187 17295Yes 2

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 242 234 244 233 106 98 592 56595Yes1
English Learners and Former English Learners 10 10 10 10 2 2 22----
Low Income 179 171 181 170 80 73 440 41497Yes2
Students with Disabilities 126 120 127 119 57 51 310 29096Yes2
American Indian or Alaska Native 3 3 3 3 1 1 7----
Asian 5 5 5 5 0 0 10----
Black or African American 4 4 5 5 1 1 10----
Hispanic or Latino 41 40 41 40 16 14 98 9496Yes1
Multi-Race, Not Hispanic or Latino 11 11 11 10 6 6 28----
Native Hawaiian or Other Pacific Islander 1 1 1 1 1 1 3----
White 390 376 393 375 162 149 945 90095Yes1

School Accountability Information
School Accountability information School accountability percentile
Granite Valley SchoolNot requiring assistance or intervention 38
Monson High SchoolNot requiring assistance or intervention 48
Quarry Hill Community SchoolInsufficient data-


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.


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