|
|
Overall progress toward improvement targets
| 2025 | 2026 |
|---|
| Annual criterion-referenced target percentage | 49% | 60% |
| Weight | 40% | 60% |
Cumulative Criterion-referenced target percentage
(2025 x 40%) + (2026 x 60%) | 55% |
|---|
| Substantial 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) |
| 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 | 3 | 4 | - | 2 | 4 | - | 0 | 4 | - | 0 | 4 | - |
| Mathematics achievement | 3 | 4 | - | 4 | 4 | - | 0 | 4 | - | 0 | 4 | - |
| Science achievement | 3 | 4 | - | - | - | - | 0 | 4 | - | - | - | - |
| Achievement total | 9 | 12 | 60.0 | 6 | 8 | 67.5 | 0 | 12 | 47.5 | 0 | 8 | 67.5 |
| Growth | English language arts growth | 2 | 4 | - | 3 | 4 | - | 2 | 4 | - | 3 | 4 | - |
| Mathematics growth | 3 | 4 | - | 3 | 4 | - | 2 | 4 | - | 3 | 4 | - |
| Growth total | 5 | 8 | 20.0 | 6 | 8 | 22.5 | 4 | 8 | 22.5 | 6 | 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 | 3 | 4 | 10.0 | - | - | - | - | - | - | - | - | - |
| Additional indicators | Chronic absenteeism | 4 | 4 | - | 1 | 4 | - | 3 | 4 | - | 0 | 4 | - |
| Advanced coursework completion | - | - | - | - | - | - | 4 | 4 | - | - | - | - |
| Additional indicators total | 4 | 4 | 10.0 | 1 | 4 | 10.0 | 7 | 8 | 10.0 | 0 | 4 | 10.0 |
| Weighted total | 7.1 | 9.6 | - | 5.5 | 7.6 | - | 3.8 | 10.7 | - | 1.4 | 7.6 | - |
| Percentage of possible points | 74% | - | 72% | - | 36% | - | 18% | - |
| Percentage of possible points by gradespan | 73%
Weight of non-high school results:71% | 27%
Weight of high school results:29% |
| 2026 Annual criterion-referenced target percentage | 60% |
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 % |
| Achievement | English language arts achievement | 3 | 4 | - | 1 | 4 | - | 3 | 4 | - | 0 | 4 | - |
| Mathematics achievement | 3 | 4 | - | 0 | 4 | - | 0 | 4 | - | 2 | 4 | - |
| Science achievement | 4 | 4 | - | - | - | - | 0 | 4 | - | - | - | - |
| Achievement total | 10 | 12 | 60.0 | 1 | 8 | 67.5 | 3 | 12 | 47.5 | 2 | 8 | 67.5 |
| Growth | English language arts growth | 3 | 4 | - | 2 | 4 | - | 3 | 4 | - | 3 | 4 | - |
| Mathematics growth | 2 | 4 | - | 2 | 4 | - | 1 | 4 | - | 1 | 4 | - |
| Growth total | 5 | 8 | 20.0 | 4 | 8 | 22.5 | 4 | 8 | 22.5 | 4 | 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 | 4 | 4 | 10.0 | - | - | - | - | - | - | - | - | - |
| Additional indicators | Chronic absenteeism | 4 | 4 | - | 0 | 4 | - | 4 | 4 | - | 4 | 4 | - |
| Advanced coursework completion | - | - | - | - | - | - | 4 | 4 | - | - | - | - |
| Additional indicators total | 4 | 4 | 10.0 | 0 | 4 | 10.0 | 8 | 8 | 10.0 | 4 | 4 | 10.0 |
| Weighted total | 7.8 | 9.6 | - | 1.6 | 7.6 | - | 5.5 | 10.7 | - | 2.7 | 7.6 | - |
| Percentage of possible points | 81% | - | 21% | - | 51% | - | 36% | - |
| Percentage of possible points by gradespan | 51%
Weight of non-high school results:70% | 44%
Weight of high school results:30% |
| 2025 Annual criterion-referenced target percentage | 49% |
Overall progress toward improvement targets
| 2025 | 2026 |
|---|
| Annual criterion-referenced target percentage | 26% | 54% |
| 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
(Non-high school grades) |
High Needs Student Group
(High school grades) |
| Points earned |
Total possible points |
Weight % |
Points earned |
Total possible points |
Weight % |
| Achievement | English language arts achievement | 2 | 4 | - | 0 | 4 | - |
| Mathematics achievement | 4 | 4 | - | 0 | 4 | - |
| Science achievement | 2 | 4 | - | 0 | 4 | - |
| Achievement total | 8 | 12 | 67.5 | 0 | 12 | 47.5 |
| Growth | English language arts growth | 2 | 4 | - | 3 | 4 | - |
| Mathematics growth | 3 | 4 | - | 3 | 4 | - |
| Growth total | 5 | 8 | 22.5 | 6 | 8 | 22.5 |
| High school completion | Four-year cohort graduation rate | - | - | - | 0 | 4 | - |
| Extended engagement rate | - | - | - | 4 | 4 | - |
| Annual dropout rate | - | - | - | 0 | 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 | - | 1 | 4 | - |
| Advanced coursework completion | - | - | - | 2 | 4 | - |
| Additional indicators total | 3 | 4 | 10.0 | 3 | 8 | 10.0 |
| Weighted total | 6.8 | 10.3 | - | 2.5 | 10.7 | - |
| Percentage of possible points | 66% | - | 23% | - |
| Percentage of possible points by gradespan | 66%
Weight of non-high school results:71% | 23%
Weight of high school results:29% |
| 2026 Annual criterion-referenced target percentage | 54% |
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 % |
| Achievement | English language arts achievement | 0 | 4 | - | 0 | 4 | - |
| Mathematics achievement | 0 | 4 | - | 0 | 4 | - |
| Science achievement | 2 | 4 | - | 0 | 4 | - |
| Achievement total | 2 | 12 | 67.5 | 0 | 12 | 47.5 |
| Growth | English language arts growth | 2 | 4 | - | 2 | 4 | - |
| Mathematics growth | 2 | 4 | - | 1 | 4 | - |
| Growth total | 4 | 8 | 22.5 | 3 | 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 | 1 | 4 | - | 3 | 4 | - |
| Advanced coursework completion | - | - | - | 0 | 4 | - |
| Additional indicators total | 1 | 4 | 10.0 | 3 | 8 | 10.0 |
| Weighted total | 2.4 | 10.3 | - | 3.4 | 10.7 | - |
| Percentage of possible points | 23% | - | 32% | - |
| Percentage of possible points by gradespan | 23%
Weight of non-high school results:70% | 32%
Weight of high school results:30% |
| 2025 Annual criterion-referenced target percentage | 26% |
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 | 505.8 | 504.9 | -0.9 | 508.2 | 1,066 | 3 | Recovery Path: Met Target |
|---|
| Lowest Performing | 479.1 | 481.5 | 2.4 | 483.2 | 219 | 2 | Recovery Path: Improved Below Target |
|---|
| High Needs | 487.7 | 489.1 | 1.4 | 489.9 | 320 | 2 | Recovery Path: Improved Below Target |
|---|
| English Learners and Former English Learners | 493.8 | 496.7 | 2.9 | 495.9 | 66 | 4 | Path Forward: Exceeded Target |
|---|
| Low Income | 490.7 | 492.8 | 2.1 | 492.9 | 111 | 3 | Recovery Path: Met Target |
|---|
| Students with Disabilities | 481.3 | 481.2 | -0.1 | 484.1 | 210 | 1 | Recovery Path: No Change |
|---|
| American Indian or Alaska Native | - | - | - | - | - | - | - |
|---|
| Asian | 514.1 | 513.8 | -0.3 | 516.5 | 85 | 4 | Path Forward: Exceeded Target |
|---|
| Black or African American | 493.7 | 488.3 | -5.4 | 496.1 | 26 | 0 | Path Forward: Declined |
|---|
| Hispanic or Latino | 495.8 | 498.5 | 2.7 | 498.3 | 79 | 3 | Path Forward: Met Target |
|---|
| Multi-Race, Not Hispanic or Latino | 507.0 | 510.4 | 3.4 | 508.9 | 62 | 4 | Path Forward: Exceeded Target |
|---|
| Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - |
|---|
| White | 506.1 | 504.7 | -1.4 | 508.5 | 814 | 3 | Recovery Path: Met Target |
|---|
English language arts achievement - MCAS average composite scaled score - High school
| Group |
2025 Achievement |
2026 Achievement |
Change |
2026 Target |
N |
Points |
Reason |
| All Students | 513.9 | 503.0 | -10.9 | 516.5 | 168 | 0 | Path Forward: Declined |
|---|
| Lowest Performing | 496.2 | 482.8 | -13.4 | 501.3 | 37 | 0 | Path Forward: Declined |
|---|
| High Needs | 496.1 | 486.2 | -9.9 | 499.4 | 49 | 0 | Path Forward: Declined |
|---|
| English Learners and Former English Learners | - | - | - | - | 4 | - | - |
|---|
| Low Income | - | - | - | - | 20 | - | - |
|---|
| Students with Disabilities | 485.5 | 479.1 | -6.4 | 488.2 | 32 | 0 | Path Forward: Declined |
|---|
| American Indian or Alaska Native | - | - | - | - | - | - | - |
|---|
| Asian | - | - | - | - | 6 | - | - |
|---|
| Black or African American | - | - | - | - | 3 | - | - |
|---|
| Hispanic or Latino | - | - | - | - | 15 | - | - |
|---|
| Multi-Race, Not Hispanic or Latino | - | - | - | - | 6 | - | - |
|---|
| Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - |
|---|
| White | 514.4 | 503.6 | -10.8 | 517.0 | 138 | 0 | Path Forward: Declined |
|---|
Mathematics achievement - MCAS average composite scaled score - Non-high school
| Group |
2025 Achievement |
2026 Achievement |
Change |
2026 Target |
N |
Points |
Reason |
| All Students | 506.9 | 509.3 | 2.4 | 508.8 | 1,063 | 3 | Recovery Path: Met Target |
|---|
| Lowest Performing | 482.1 | 487.7 | 5.6 | 485.7 | 219 | 4 | Recovery Path: Exceeded Target |
|---|
| High Needs | 490.8 | 495.9 | 5.1 | 492.2 | 319 | 4 | Recovery Path: Exceeded Target |
|---|
| English Learners and Former English Learners | 497.4 | 503.1 | 5.7 | 499.9 | 67 | 4 | Path Forward: Exceeded Target |
|---|
| Low Income | 493.2 | 496.7 | 3.5 | 495.0 | 110 | 4 | Recovery Path: Exceeded Target |
|---|
| Students with Disabilities | 485.3 | 489.2 | 3.9 | 487.0 | 208 | 4 | Recovery Path: Exceeded Target |
|---|
| American Indian or Alaska Native | - | - | - | - | - | - | - |
|---|
| Asian | 516.2 | 520.0 | 3.8 | 519.1 | 86 | 4 | Path Forward: Exceeded Target |
|---|
| Black or African American | 489.2 | 492.3 | 3.1 | 491.5 | 26 | 4 | Path Forward: Exceeded Target |
|---|
| Hispanic or Latino | 498.5 | 503.9 | 5.4 | 500.9 | 79 | 4 | Path Forward: Exceeded Target |
|---|
| Multi-Race, Not Hispanic or Latino | 510.3 | 513.9 | 3.6 | 512.2 | 62 | 4 | Path Forward: Exceeded Target |
|---|
| Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - |
|---|
| White | 507.0 | 508.9 | 1.9 | 508.9 | 810 | 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 | 508.2 | 504.4 | -3.8 | 510.7 | 165 | 0 | Path Forward: Declined |
|---|
| Lowest Performing | 491.9 | 486.8 | -5.1 | 497.0 | 37 | 0 | Path Forward: Declined |
|---|
| High Needs | 492.1 | 487.1 | -5.0 | 495.9 | 48 | 0 | Path Forward: Declined |
|---|
| English Learners and Former English Learners | - | - | - | - | 4 | - | - |
|---|
| Low Income | - | - | - | - | 20 | - | - |
|---|
| Students with Disabilities | 481.3 | 479.5 | -1.8 | 484.7 | 31 | 0 | Path Forward: Declined |
|---|
| American Indian or Alaska Native | - | - | - | - | - | - | - |
|---|
| Asian | - | - | - | - | 6 | - | - |
|---|
| Black or African American | - | - | - | - | 3 | - | - |
|---|
| Hispanic or Latino | - | - | - | - | 15 | - | - |
|---|
| Multi-Race, Not Hispanic or Latino | - | - | - | - | 6 | - | - |
|---|
| Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - |
|---|
| White | 507.9 | 504.6 | -3.3 | 509.1 | 135 | 0 | Recovery Path: Declined |
|---|
Science achievement - MCAS average composite scaled score - Non-high school
| Group |
2025 Achievement |
2026 Achievement |
Change |
2026 Target |
N |
Points |
Reason |
| All Students | 503.5 | 504.6 | 1.1 | 505.3 | 365 | 3 | Recovery Path: Met Target |
|---|
| Lowest Performing | - | - | - | - | 101 | - | - |
|---|
| High Needs | 488.4 | 489.5 | 1.1 | 491.4 | 110 | 2 | Path Forward: Improved Below Target |
|---|
| English Learners and Former English Learners | - | - | - | - | 18 | - | - |
|---|
| Low Income | 490.0 | 490.6 | 0.6 | 493.3 | 35 | 2 | Path Forward: Improved Below Target |
|---|
| Students with Disabilities | 483.9 | 485.3 | 1.4 | 487.3 | 76 | 2 | Path Forward: Improved Below Target |
|---|
| American Indian or Alaska Native | - | - | - | - | - | - | - |
|---|
| Asian | 509.9 | 511.6 | 1.7 | 513.6 | 30 | 4 | Path Forward: Exceeded Target |
|---|
| Black or African American | - | - | - | - | 8 | - | - |
|---|
| Hispanic or Latino | 496.7 | 494.6 | -2.1 | 499.4 | 30 | 0 | Path Forward: Declined |
|---|
| Multi-Race, Not Hispanic or Latino | - | - | - | - | 16 | - | - |
|---|
| Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - |
|---|
| White | 503.6 | 505.3 | 1.7 | 506.2 | 281 | 3 | Path Forward: Met Target |
|---|
Science achievement - MCAS average composite scaled score - High school
| Group |
2025 Achievement |
2026 Achievement |
Change |
2026 Target |
N |
Points |
Reason |
| All Students | 506.0 | 497.5 | -8.5 | 508.0 | 161 | 0 | Path Forward: Declined |
|---|
| Lowest Performing | - | - | - | - | 37 | - | - |
|---|
| High Needs | 496.1 | 485.8 | -10.3 | 499.0 | 44 | 0 | Path Forward: Declined |
|---|
| English Learners and Former English Learners | - | - | - | - | 1 | - | - |
|---|
| Low Income | - | - | - | - | 17 | - | - |
|---|
| Students with Disabilities | 490.2 | 479.9 | -10.3 | 493.3 | 30 | 0 | Path Forward: Declined |
|---|
| American Indian or Alaska Native | - | - | - | - | - | - | - |
|---|
| Asian | - | - | - | - | 6 | - | - |
|---|
| Black or African American | - | - | - | - | 3 | - | - |
|---|
| Hispanic or Latino | - | - | - | - | 13 | - | - |
|---|
| Multi-Race, Not Hispanic or Latino | - | - | - | - | 6 | - | - |
|---|
| Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - |
|---|
| White | 506.2 | 497.0 | -9.2 | 508.1 | 133 | 0 | Path Forward: Declined |
|---|
English language arts growth - Non-high school
| Group |
2026 Mean SGP |
N |
Points |
Reason |
| All Students | 49.7 | 880 | 2 | Typical Growth - Low |
|---|
| Lowest Performing | 51.0 | 219 | 3 | Typical Growth - High |
|---|
| High Needs | 47.6 | 269 | 2 | Typical Growth - Low |
|---|
| English Learners and Former English Learners | 55.2 | 53 | 3 | Typical Growth - High |
|---|
| Low Income | 47.5 | 91 | 2 | Typical Growth - Low |
|---|
| Students with Disabilities | 45.0 | 182 | 2 | Typical Growth - Low |
|---|
| American Indian or Alaska Native | - | - | - | - |
|---|
| Asian | 54.3 | 72 | 3 | Typical Growth - High |
|---|
| Black or African American | 38.8 | 23 | 1 | Low Growth |
|---|
| Hispanic or Latino | 48.4 | 68 | 2 | Typical Growth - Low |
|---|
| Multi-Race, Not Hispanic or Latino | 49.2 | 46 | 2 | Typical Growth - Low |
|---|
| Native Hawaiian or Other Pacific Islander | - | - | - | - |
|---|
| White | 49.8 | 671 | 2 | Typical Growth - Low |
|---|
English language arts growth - High school
| Group |
2026 Mean SGP |
N |
Points |
Reason |
| All Students | 49.7 | 162 | 2 | Typical Growth - Low |
|---|
| Lowest Performing | 51.7 | 37 | 3 | Typical Growth - High |
|---|
| High Needs | 50.4 | 44 | 3 | Typical Growth - High |
|---|
| English Learners and Former English Learners | - | 1 | - | - |
|---|
| Low Income | - | 17 | - | - |
|---|
| Students with Disabilities | 46.8 | 30 | 2 | Typical Growth - Low |
|---|
| American Indian or Alaska Native | - | - | - | - |
|---|
| Asian | - | 6 | - | - |
|---|
| Black or African American | - | 3 | - | - |
|---|
| Hispanic or Latino | - | 12 | - | - |
|---|
| Multi-Race, Not Hispanic or Latino | - | 6 | - | - |
|---|
| Native Hawaiian or Other Pacific Islander | - | - | - | - |
|---|
| White | 49.9 | 135 | 2 | Typical Growth - Low |
|---|
Mathematics growth - Non-high school
| Group |
2026 Mean SGP |
N |
Points |
Reason |
| All Students | 56.4 | 878 | 3 | Typical Growth - High |
|---|
| Lowest Performing | 59.5 | 219 | 3 | Typical Growth - High |
|---|
| High Needs | 53.1 | 270 | 3 | Typical Growth - High |
|---|
| English Learners and Former English Learners | 60.8 | 56 | 4 | Exceeded Typical Growth |
|---|
| Low Income | 47.8 | 89 | 2 | Typical Growth - Low |
|---|
| Students with Disabilities | 51.2 | 181 | 3 | Typical Growth - High |
|---|
| American Indian or Alaska Native | - | - | - | - |
|---|
| Asian | 63.0 | 73 | 4 | Exceeded Typical Growth |
|---|
| Black or African American | 47.9 | 23 | 2 | Typical Growth - Low |
|---|
| Hispanic or Latino | 57.5 | 70 | 3 | Typical Growth - High |
|---|
| Multi-Race, Not Hispanic or Latino | 52.5 | 45 | 3 | Typical Growth - High |
|---|
| Native Hawaiian or Other Pacific Islander | - | - | - | - |
|---|
| White | 56.1 | 667 | 3 | Typical Growth - High |
|---|
Mathematics growth - High school
| Group |
2026 Mean SGP |
N |
Points |
Reason |
| All Students | 47.3 | 159 | 2 | Typical Growth - Low |
|---|
| Lowest Performing | 57.9 | 37 | 3 | Typical Growth - High |
|---|
| High Needs | 52.9 | 43 | 3 | Typical Growth - High |
|---|
| English Learners and Former English Learners | - | 1 | - | - |
|---|
| Low Income | - | 17 | - | - |
|---|
| Students with Disabilities | 51.3 | 29 | 3 | Typical Growth - High |
|---|
| American Indian or Alaska Native | - | - | - | - |
|---|
| Asian | - | 6 | - | - |
|---|
| Black or African American | - | 3 | - | - |
|---|
| Hispanic or Latino | - | 12 | - | - |
|---|
| Multi-Race, Not Hispanic or Latino | - | 6 | - | - |
|---|
| Native Hawaiian or Other Pacific Islander | - | - | - | - |
|---|
| White | 47.2 | 132 | 2 | Typical Growth - Low |
|---|
Four-year cohort graduation rate - High school
| Group |
2024 Rate (%) |
2025 Rate (%) |
Change |
Target (%) |
N |
Points |
Reason |
| All Students | 98.7 | 97.9 | -0.8 | 95.0 | 141 | 4 | Exceeded Target |
|---|
| Lowest Performing | - | - | - | - | - | - | - |
|---|
| High Needs | 96.7 | 93.8 | -2.9 | 95.0 | 48 | 0 | Declined |
|---|
| English Learners and Former English Learners | - | - | - | - | 5 | - | - |
|---|
| Low Income | - | - | - | - | 22 | - | - |
|---|
| Students with Disabilities | 97.1 | 93.8 | -3.3 | 95.0 | 32 | 0 | Declined |
|---|
| American Indian or Alaska Native | - | - | - | - | - | - | - |
|---|
| Asian | - | - | - | - | 14 | - | - |
|---|
| Black or African American | - | - | - | - | 4 | - | - |
|---|
| Hispanic or Latino | - | - | - | - | 10 | - | - |
|---|
| Multi-Race, Not Hispanic or Latino | - | - | - | - | 4 | - | - |
|---|
| Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - |
|---|
| White | 98.5 | 99.1 | 0.6 | 95.0 | 109 | 4 | Exceeded Target |
|---|
Extended engagement rate - High school
| Group |
2023 Rate (%) |
2024 Rate (%) |
Change |
Target (%) |
N |
Points |
Reason |
| All Students | 100.0 | 100.0 | 0.0 | 95.0 | 152 | 4 | Exceeded Target |
|---|
| Lowest Performing | - | - | - | - | - | - | - |
|---|
| High Needs | 100.0 | 100.0 | 0.0 | 95.0 | 60 | 4 | Exceeded Target |
|---|
| English Learners and Former English Learners | - | - | - | - | 2 | - | - |
|---|
| Low Income | - | - | - | - | 33 | - | - |
|---|
| Students with Disabilities | 100.0 | 100.0 | 0.0 | 95.0 | 34 | 4 | Exceeded Target |
|---|
| American Indian or Alaska Native | - | - | - | - | - | - | - |
|---|
| Asian | - | - | - | - | 7 | - | - |
|---|
| Black or African American | - | - | - | - | 2 | - | - |
|---|
| Hispanic or Latino | - | - | - | - | 9 | - | - |
|---|
| Multi-Race, Not Hispanic or Latino | - | - | - | - | 4 | - | - |
|---|
| Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - |
|---|
| White | 100.0 | 100.0 | 0.0 | 95.0 | 130 | 4 | Exceeded Target |
|---|
Annual dropout rate - High school
| Group |
2024 Rate (%) |
2025 Rate (%) |
Change |
Target (%) |
N |
Points |
Reason |
| All Students | 0.0 | 0.3 | 0.3 | 1.0 | 588 | 3 | Met Target |
|---|
| Lowest Performing | - | - | - | - | - | - | - |
|---|
| High Needs | 0.0 | 1.2 | 1.2 | 1.0 | 171 | 0 | Declined |
|---|
| English Learners and Former English Learners | - | - | - | - | 10 | - | - |
|---|
| Low Income | - | - | - | - | 68 | - | - |
|---|
| Students with Disabilities | 0.0 | 0.9 | 0.9 | 1.0 | 113 | 3 | Met Target |
|---|
| American Indian or Alaska Native | - | - | - | - | - | - | - |
|---|
| Asian | - | - | - | - | 47 | - | - |
|---|
| Black or African American | - | - | - | - | 9 | - | - |
|---|
| Hispanic or Latino | - | - | - | - | 56 | - | - |
|---|
| Multi-Race, Not Hispanic or Latino | - | - | - | - | 19 | - | - |
|---|
| Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - |
|---|
| White | 0.0 | 0.2 | 0.2 | 1.0 | 457 | 3 | Met Target |
|---|
Progress toward attaining English language proficiency - Non-high school
| Group |
2025 Rate (%) |
2026 Rate (%) |
Change |
Target |
N |
Points |
Reason |
| All Students | 59.4 | 62.5 | 3.1 | 60.4 | 24 | 3 | Met Target |
|---|
| Lowest Performing | - | - | - | - | - | - | - |
|---|
| High Needs | - | - | - | - | - | - | - |
|---|
| English Learners and Former English Learners | 59.4 | 62.5 | 3.1 | 60.4 | 24 | 3 | Met 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 | - | - | - | - | - | - | - |
|---|
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 | 5.5 | 5.0 | -0.5 | 4.5 | 1,421 | 4 | Exceeded Target |
|---|
| Lowest Performing | 8.1 | 8.2 | 0.1 | 6.0 | 219 | 1 | No Change |
|---|
| High Needs | 11.6 | 9.3 | -2.3 | 9.8 | 420 | 3 | Met Target |
|---|
| English Learners and Former English Learners | 12.8 | 8.1 | -4.7 | 10.3 | 86 | 4 | Exceeded Target |
|---|
| Low Income | 23.1 | 15.6 | -7.5 | 20.7 | 147 | 4 | Exceeded Target |
|---|
| Students with Disabilities | 12.2 | 7.7 | -4.5 | 9.8 | 274 | 4 | Exceeded Target |
|---|
| American Indian or Alaska Native | - | - | - | - | - | - | - |
|---|
| Asian | 7.2 | 6.5 | -0.7 | 5.1 | 123 | 3 | Met Target |
|---|
| Black or African American | 13.9 | 9.4 | -4.5 | 11.4 | 32 | 4 | Exceeded Target |
|---|
| Hispanic or Latino | 10.2 | 4.8 | -5.4 | 7.3 | 105 | 4 | Exceeded Target |
|---|
| Multi-Race, Not Hispanic or Latino | 6.7 | 2.7 | -4.0 | 5.7 | 73 | 4 | Exceeded Target |
|---|
| Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - |
|---|
| White | 4.5 | 4.9 | 0.4 | 3.3 | 1,088 | 4 | Exceeded Target |
|---|
Chronic absenteeism - High school
| Group |
2025 Rate (%) |
2026 Rate (%) |
Change |
Target |
N |
Points |
Reason |
| All Students | 8.8 | 11.8 | 3.0 | 7.2 | 600 | 3 | Met Target |
|---|
| Lowest Performing | 5.7 | 16.2 | 10.5 | 1.0 | 37 | 0 | Declined |
|---|
| High Needs | 21.6 | 22.1 | 0.5 | 18.7 | 163 | 1 | No Change |
|---|
| English Learners and Former English Learners | - | - | - | - | 21 | - | - |
|---|
| Low Income | - | - | - | - | 72 | - | - |
|---|
| Students with Disabilities | 22.4 | 20.0 | -2.4 | 18.9 | 105 | 2 | Improved Below Target |
|---|
| American Indian or Alaska Native | - | - | - | - | - | - | - |
|---|
| Asian | - | - | - | - | 53 | - | - |
|---|
| Black or African American | - | - | - | - | 11 | - | - |
|---|
| Hispanic or Latino | - | - | - | - | 60 | - | - |
|---|
| Multi-Race, Not Hispanic or Latino | - | - | - | - | 23 | - | - |
|---|
| Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - |
|---|
| White | 7.7 | 10.6 | 2.9 | 5.9 | 453 | 3 | Met Target |
|---|
Advanced coursework completion - High school
| Group |
2025 Rate (%) |
2026 Rate (%) |
Change |
Target |
N |
Points |
Reason |
| All Students | 88.9 | 89.1 | 0.2 | 92.3 | 285 | 4 | Exceeded Target |
|---|
| Lowest Performing | - | - | - | - | - | - | - |
|---|
| High Needs | 64.4 | 65.2 | 0.8 | 70.1 | 69 | 2 | Improved Below Target |
|---|
| English Learners and Former English Learners | - | - | - | - | 8 | - | - |
|---|
| Low Income | - | - | - | - | 35 | - | - |
|---|
| Students with Disabilities | 57.7 | 46.3 | -11.4 | 64.8 | 41 | 0 | Declined |
|---|
| American Indian or Alaska Native | - | - | - | - | - | - | - |
|---|
| Asian | - | - | - | - | 28 | - | - |
|---|
| Black or African American | - | - | - | - | 3 | - | - |
|---|
| Hispanic or Latino | - | - | - | - | 32 | - | - |
|---|
| Multi-Race, Not Hispanic or Latino | - | - | - | - | 11 | - | - |
|---|
| Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - |
|---|
| White | 90.2 | 89.1 | -1.1 | 93.8 | 211 | 4 | Exceeded Target |
|---|
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 | 1,243 | 1,235 | 99 | Yes | 1 | 1,244 | 1,229 | 99 | Yes | 1 | 539 | 531 | 99 | Yes | 1 |
|---|
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 | 375 | 370 | 377 | 368 | 163 | 158 | 915 | 896 | 98 | Yes | 1 |
|---|
| English Learners and Former English Learners | 72 | 71 | 72 | 72 | 23 | 23 | 167 | 166 | 99 | Yes | 1 |
|---|
| Low Income | 133 | 132 | 135 | 131 | 57 | 56 | 325 | 319 | 98 | Yes | 1 |
|---|
| Students with Disabilities | 246 | 242 | 247 | 239 | 111 | 106 | 604 | 587 | 97 | Yes | 1 |
|---|
| American Indian or Alaska Native | - | - | - | - | - | - | - | - | - | - | - |
|---|
| Asian | 93 | 92 | 93 | 93 | 37 | 37 | 223 | 222 | 100 | Yes | 1 |
|---|
| Black or African American | 29 | 29 | 29 | 29 | 11 | 11 | 69 | 69 | 100 | Yes | 1 |
|---|
| Hispanic or Latino | 94 | 94 | 94 | 94 | 45 | 45 | 233 | 233 | 100 | Yes | 1 |
|---|
| Multi-Race, Not Hispanic or Latino | 68 | 68 | 68 | 68 | 22 | 22 | 158 | 158 | 100 | Yes | 1 |
|---|
| Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - | - | - | - | - |
|---|
| White | 959 | 952 | 960 | 945 | 424 | 416 | 2,343 | 2,313 | 99 | Yes | 1 |
|---|
| 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.
|
|
Districts
Schools
Accountability Report
Interpretive Materials
Glossary of Accountability Terms