Massachusetts School and District Profiles

Assabet Valley Regional Vocational Technical

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Assabet Valley Regional Vocational Technical

Organization Information

DISTRICT NAME
Assabet Valley Regional Vocational Technical (08010000)

TITLE I STATUS
Title I District

REGION
West/Central

GRADES SERVED
09,10,11,12

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
36% - 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	29%	41%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	36%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	0	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	1	12	40.0	2	12	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	8	8	20.0	7	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	11	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	4	8	10.0	4	4	10.0
Weighted total		5.0	10.0	-	3.3	10.3	-
Percentage of possible points		50%		-	32%		-
2026 Annual criterion-referenced target percentage		41%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	0	12	40.0	0	12	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	8	8	20.0	7	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	12	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	2	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	1	8	10.0	0	4	10.0
Weighted total		4.3	10.0	-	1.6	10.3	-
Percentage of possible points		43%		-	16%		-
2025 Annual criterion-referenced target percentage		29%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	39%	46%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	43%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	1	4	-
	Science achievement	0	4	-
	Achievement total	1	12	47.5
Growth	English language arts growth	4	4	-
	Mathematics growth	4	4	-
	Growth total	8	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	3	4	-
	High school completion total	11	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	4	8	10.0
Weighted total		4.9	10.7	-
Percentage of possible points		46%		-
2026 Annual criterion-referenced target percentage		46%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	47.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	4	-
	Growth total	7	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	12	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	2	8	10.0
Weighted total		4.2	10.7	-
Percentage of possible points		39%		-
2025 Annual criterion-referenced target percentage		39%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	496.7	493.1	-3.6	498.2	275	0	Path Forward: Declined
Lowest Performing	474.2	470.9	-3.3	479.3	61	0	Path Forward: Declined
High Needs	489.9	487.1	-2.8	492.5	187	0	Path Forward: Declined
English Learners and Former English Learners	475.5	476.6	1.1	478.4	68	2	Path Forward: Improved Below Target
Low Income	488.4	486.2	-2.2	490.9	130	0	Path Forward: Declined
Students with Disabilities	493.1	487.5	-5.6	495.2	76	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	489.0	487.6	-1.4	491.7	113	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	503.1	497.2	-5.9	505.2	138	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	492.2	491.7	-0.5	494.0	275	1	Recovery Path: No Change
Lowest Performing	472.1	472.9	0.8	477.2	61	2	Path Forward: Improved Below Target
High Needs	485.9	485.9	0.0	489.7	187	1	Path Forward: No Change
English Learners and Former English Learners	477.2	478.8	1.6	482.3	68	2	Path Forward: Improved Below Target
Low Income	484.2	484.8	0.6	487.8	130	2	Path Forward: Improved Below Target
Students with Disabilities	486.4	485.0	-1.4	489.1	76	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	485.1	486.2	1.1	488.6	113	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	498.2	496.5	-1.7	499.7	138	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	488.2	486.0	-2.2	491.6	270	0	Recovery Path: Declined
Lowest Performing	465.7	460.2	-5.5	468.9	61	0	Path Forward: Declined
High Needs	482.0	478.6	-3.4	484.4	182	0	Recovery Path: Declined
English Learners and Former English Learners	469.9	467.2	-2.7	474.2	68	0	Path Forward: Declined
Low Income	480.0	477.3	-2.7	482.0	126	0	Recovery Path: Declined
Students with Disabilities	484.7	480.5	-4.2	487.9	74	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	480.3	479.1	-1.2	482.7	111	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	494.4	491.6	-2.8	497.4	136	0	Recovery Path: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	63.2	262	4	Exceeded Typical Growth
Lowest Performing	66.3	61	4	Exceeded Typical Growth
High Needs	63.9	176	4	Exceeded Typical Growth
English Learners and Former English Learners	66.3	63	4	Exceeded Typical Growth
Low Income	61.1	124	4	Exceeded Typical Growth
Students with Disabilities	68.2	72	4	Exceeded Typical Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	-	7	-	-
Hispanic or Latino	59.3	109	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	65.0	130	4	Exceeded Typical Growth

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.7	262	4	Exceeded Typical Growth
Lowest Performing	54.2	61	3	Typical Growth - High
High Needs	60.0	176	4	Exceeded Typical Growth
English Learners and Former English Learners	57.4	63	3	Typical Growth - High
Low Income	58.7	125	3	Typical Growth - High
Students with Disabilities	58.8	71	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	-	8	-	-
Hispanic or Latino	61.1	108	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	62.8	130	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.1	98.5	0.4	95.0	274	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.3	98.9	1.6	95.0	180	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	28	-	-
Low Income	96.7	98.6	1.9	95.0	141	4	Exceeded Target
Students with Disabilities	98.4	100.0	1.6	95.0	67	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	97.1	100.0	2.9	95.0	59	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.4	98.0	-0.4	95.0	204	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	97.0	98.5	1.5	95.0	268	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	96.1	97.8	1.7	95.0	182	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	95.8	97.4	1.6	95.0	151	4	Exceeded Target
Students with Disabilities	93.8	98.4	4.6	95.0	64	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	98.2	98.5	0.3	95.0	68	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.5	98.4	1.9	95.0	190	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.4	0.4	0.0	1.0	1,144	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.4	0.7	0.3	1.0	714	3	Met Target
English Learners and Former English Learners	0.0	3.0	3.0	1.0	132	0	Declined
Low Income	0.0	0.6	0.6	1.0	505	3	Met Target
Students with Disabilities	0.4	0.0	-0.4	1.0	269	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	35	-	-
Hispanic or Latino	0.6	0.8	0.2	1.0	394	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	46	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	0.4	0.3	-0.1	1.0	658	4	Exceeded Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	17.7	24.8	7.1	23.2	145	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	17.7	24.8	7.1	23.2	145	4	Exceeded Target
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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	27.7	24.4	-3.3	26.4	1,137	4	Exceeded Target
Lowest Performing	40.3	29.5	-10.8	35.5	61	4	Exceeded Target
High Needs	34.3	29.9	-4.4	32.0	757	4	Exceeded Target
English Learners and Former English Learners	43.3	35.5	-7.8	39.5	279	4	Exceeded Target
Low Income	37.1	32.1	-5.0	32.5	588	3	Met Target
Students with Disabilities	28.0	23.8	-4.2	24.4	240	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	8	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	37	-	-
Hispanic or Latino	34.0	28.4	-5.6	30.2	465	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	58	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	23.6	19.4	-4.2	22.2	561	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	83.9	66.0	-17.9	87.2	524	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	81.7	58.4	-23.3	87.0	327	0	Declined
English Learners and Former English Learners	66.1	44.0	-22.1	77.3	100	0	Declined
Low Income	81.1	59.1	-22.0	87.8	254	0	Declined
Students with Disabilities	81.5	55.4	-26.1	89.8	101	0	Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	80.3	57.5	-22.8	90.6	181	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	26	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	85.4	70.5	-14.9	88.9	292	0	Declined

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	275	275	100	Yes	1	275	275	100	Yes	1	274	273	100	Yes	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	187	187	187	187	186	185	560	559	100	Yes	1
English Learners and Former English Learners	68	68	68	68	68	68	204	204	100	Yes	1
Low Income	130	130	130	130	130	129	390	389	100	Yes	1
Students with Disabilities	76	76	76	76	75	75	227	227	100	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	2	2	2	2	2	2	6	-	-	-	-
Black or African American	8	8	8	8	8	8	24	-	-	-	-
Hispanic or Latino	113	113	113	113	112	112	338	338	100	Yes	1
Multi-Race, Not Hispanic or Latino	12	12	12	12	12	12	36	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	138	138	138	138	138	137	414	413	100	Yes	1

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