Massachusetts School and District Profiles

Monson

Districts
Schools

2026

Accountability Report

2026 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 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
28% - 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	33%	24%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	28%
	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	-	0	4	-	0	4	-	-	-	-
	Mathematics achievement	2	4	-	2	4	-	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	0	4	-	-	-	-
	Achievement total	2	12	67.5	2	8	67.5	0	12	47.5	-	-	-
Growth	English language arts growth	1	4	-	1	4	-	2	4	-	-	-	-
	Mathematics growth	2	4	-	2	4	-	2	4	-	-	-	-
	Growth total	3	8	22.5	3	8	22.5	4	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	0	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	0	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	4	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	4	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	2	4	-	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	4	4	-	-	-	-
	Additional indicators total	3	4	10.0	2	4	10.0	4	8	10.0	-	-	-
Weighted total		2.3	10.3	-	2.2	7.6	-	2.1	10.7	-	-	-	-
Percentage of possible points		22%		-	29%		-	20%		-	-		-
Percentage of possible points by gradespan		26% Weight of non-high school results:76%						20% Weight of high school results:24%
2026 Annual criterion-referenced target percentage		24%

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	-	0	4	-	0	4	-	-	-	-
	Mathematics achievement	2	4	-	4	4	-	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	0	4	-	-	-	-
	Achievement total	2	12	67.5	4	8	67.5	0	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	2	4	-	3	4	-	-	-	-
	Mathematics growth	3	4	-	3	4	-	2	4	-	-	-	-
	Growth total	5	8	22.5	5	8	22.5	5	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	0	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	0	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	0	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	0	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	0	4	-	3	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0	3	8	10.0	-	-	-
Weighted total		2.7	10.3	-	3.8	7.6	-	1.4	10.7	-	-	-	-
Percentage of possible points		26%		-	50%		-	13%		-	-		-
Percentage of possible points by gradespan		38% Weight of non-high school results:79%						13% Weight of high school results:21%
2025 Annual criterion-referenced target percentage		33%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	31%	20%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	25%
	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	2	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	67.5	-	-	-
Growth	English language arts growth	1	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	3	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	1	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	-	-	-
Weighted total		2.1	10.3	-	-	-	-
Percentage of possible points		20%		-	-		-
Percentage of possible points by gradespan		20% Weight of non-high school results:100%			- Weight of high school results:0%
2026 Annual criterion-referenced target percentage		20%

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	0	4	-	-	-	-
	Mathematics achievement	3	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	67.5	-	-	-
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	3	4	-	-	-	-
	Growth total	5	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		3.2	10.3	-	-	-	-
Percentage of possible points		31%		-	-		-
Percentage of possible points by gradespan		31% Weight of non-high school results:100%			- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		31%

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	489.8	487.2	-2.6	492.6	392	0	Recovery Path: Declined
Lowest Performing	463.2	461.6	-1.6	468.3	66	0	Path Forward: Declined
High Needs	482.9	480.7	-2.2	484.9	199	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	484.3	481.6	-2.7	485.3	147	0	Path Forward: Declined
Students with Disabilities	472.7	472.9	0.2	474.8	99	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	487.0	482.6	-4.4	489.5	36	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.2	487.8	-2.4	493.1	338	0	Recovery Path: 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	499.7	495.5	-4.2	502.3	39	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	23	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.1	498.8	0.7	500.7	30	2	Path Forward: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	487.4	489.2	1.8	490.0	387	2	Recovery Path: Improved Below Target
Lowest Performing	465.7	467.8	2.1	469.8	66	2	Recovery Path: Improved Below Target
High Needs	481.3	481.8	0.5	483.1	196	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	481.4	482.5	1.1	483.3	143	2	Path Forward: Improved Below Target
Students with Disabilities	474.7	474.5	-0.2	476.9	97	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	484.5	484.8	0.3	486.9	36	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.7	489.8	2.1	490.2	333	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	494.5	487.7	-6.8	496.8	38	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	23	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.4	492.6	1.2	494.1	28	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	488.3	487.4	-0.9	491.0	128	0	Path Forward: Declined
Lowest Performing	-	-	-	-	21	-	-
High Needs	480.7	478.3	-2.4	483.7	48	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	480.5	474.0	-6.5	483.8	34	0	Path Forward: Declined
Students with Disabilities	473.6	472.7	-0.9	477.0	23	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.7	488.3	-0.4	490.4	109	1	Recovery Path: No Change

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	489.6	484.0	-5.6	492.8	28	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	16	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	12	-	-
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.0	490.9	3.9	489.5	21	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	38.3	306	1	Low Growth
Lowest Performing	38.9	66	1	Low Growth
High Needs	37.3	150	1	Low Growth
English Learners and Former English Learners	-	9	-	-
Low Income	35.2	110	1	Low Growth
Students with Disabilities	41.4	73	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	5	-	-
Black or African American	-	3	-	-
Hispanic or Latino	44.0	28	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	37.4	263	1	Low Growth

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.7	32	2	Typical Growth - Low
Lowest Performing	-	-	-	-
High Needs	-	18	-	-
English Learners and Former English Learners	-	1	-	-
Low Income	-	16	-	-
Students with Disabilities	-	7	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.7	25	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.7	303	2	Typical Growth - Low
Lowest Performing	46.0	66	2	Typical Growth - Low
High Needs	48.1	148	2	Typical Growth - Low
English Learners and Former English Learners	-	9	-	-
Low Income	47.9	107	2	Typical Growth - Low
Students with Disabilities	45.4	71	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	5	-	-
Black or African American	-	3	-	-
Hispanic or Latino	53.3	28	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.6	260	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.0	32	2	Typical Growth - Low
Lowest Performing	-	-	-	-
High Needs	-	19	-	-
English Learners and Former English Learners	-	1	-	-
Low Income	-	17	-	-
Students with Disabilities	-	7	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.5	24	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	82.2	80.0	-2.2	84.2	30	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	17	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	82.9	76.9	-6.0	84.9	26	0	Declined

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	90.2	86.7	-3.5	91.8	45	0	Declined
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	88.6	88.6	0.0	90.2	35	1	No Change

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	4.6	2.1	-2.5	4.1	142	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	71	-	-
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	57	-	-
Students with Disabilities	-	-	-	-	37	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	5.5	2.6	-2.9	4.9	116	4	Exceeded Target

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	11.1	10.5	-0.6	10.1	545	3	Met Target
Lowest Performing	16.7	15.2	-1.5	14.6	66	2	Improved Below Target
High Needs	17.0	17.0	0.0	15.2	283	1	No Change
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	19.1	18.9	-0.2	16.7	212	2	Improved Below Target
Students with Disabilities	16.8	18.6	1.8	14.4	145	0	Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	20.4	11.5	-8.9	17.5	52	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.3	10.0	-0.3	9.1	468	2	Improved Below Target

Chronic absenteeism - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	21.3	23.0	1.7	19.7	174	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	99	-	-
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	79	-	-
Students with Disabilities	-	-	-	-	48	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	18.5	21.5	3.0	16.7	144	0	Declined

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	57.8	72.5	14.7	61.2	80	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	39	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	31	-	-
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	62.3	73.5	11.2	65.9	68	4	Exceeded Target

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	454	431	95	Yes	1	455	425	95	Yes	2	174	162	93	No	1

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	236	222	237	219	75	68	548	509	94	No	2
English Learners and Former English Learners	11	11	11	11	2	2	24	-	-	-	-
Low Income	177	166	178	162	56	50	411	378	93	No	2
Students with Disabilities	118	110	118	108	37	32	273	250	93	No	2
American Indian or Alaska Native	3	3	3	3	1	1	7	-	-	-	-
Asian	6	6	6	6	3	3	15	-	-	-	-
Black or African American	6	6	6	6	3	3	15	-	-	-	-
Hispanic or Latino	45	42	46	43	20	19	111	104	95	Yes	2
Multi-Race, Not Hispanic or Latino	6	6	6	6	3	3	15	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	388	368	388	361	144	133	920	862	94	No	1

School Accountability Information
School	Accountability information	School accountability percentile
Granite Valley School	Requiring assistance or intervention	37
Monson High School	Requiring assistance or intervention	33
Quarry Hill Community School	Insufficient data	-

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