Massachusetts School and District Profiles

Mohawk Trail

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Mohawk Trail

Organization Information

DISTRICT NAME
Mohawk Trail (07170000)

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 and Assistance Level:

In need of focused/targeted support

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	44%	50%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	47%
	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	1	4	-	2	4	-	0	4	-	-	-	-
	Mathematics achievement	4	4	-	4	4	-	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	0	4	-	-	-	-
	Achievement total	5	12	67.5	6	8	67.5	0	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	2	4	-	2	4	-	-	-	-
	Mathematics growth	3	4	-	3	4	-	3	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	-	-	-	-	-	-	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	0	4	-	4	4	-	3	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0	3	8	10.0	-	-	-
Weighted total		4.5	10.3	-	5.6	7.6	-	2.2	10.7	-	-	-	-
Percentage of possible points		44%		-	74%		-	21%		-	-		-
Percentage of possible points by gradespan		59% Weight of non-high school results:77%						21% Weight of high school results:23%
2026 Annual criterion-referenced target percentage		50%

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	2	4	-	1	4	-	4	4	-	-	-	-
	Mathematics achievement	1	4	-	2	4	-	4	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	4	4	-	-	-	-
	Achievement total	3	12	67.5	3	8	67.5	12	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	1	4	-	3	4	-	-	-	-
	Mathematics growth	2	4	-	2	4	-	4	4	-	-	-	-
	Growth total	4	8	22.5	3	8	22.5	7	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	4	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	0	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	4	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	8	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0	0	8	10.0	-	-	-
Weighted total		2.9	10.3	-	2.7	7.6	-	8.9	10.7	-	-	-	-
Percentage of possible points		28%		-	36%		-	83%		-	-		-
Percentage of possible points by gradespan		32% Weight of non-high school results:77%						83% Weight of high school results:23%
2025 Annual criterion-referenced target percentage		44%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	26%	41%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	35%
	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	2	4	-	0	4	-
	Mathematics achievement	4	4	-	0	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	67.5	0	8	70.0
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	-	-	-	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	0	4	-
	Additional indicators total	0	4	10.0	0	8	10.0
Weighted total		5.2	10.3	-	0.8	8.8	-
Percentage of possible points		51%		-	9%		-
Percentage of possible points by gradespan		51% Weight of non-high school results:77%			9% Weight of high school results:23%
2026 Annual criterion-referenced target percentage		41%

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	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	8	8	70.0
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	4	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	4	4	-
	Extended engagement rate	-	-	-	0	4	-
	Annual dropout rate	-	-	-	3	4	-
	High school completion total	-	-	-	7	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	0	4	-
	Advanced coursework completion	-	-	-	0	4	-
	Additional indicators total	1	4	10.0	0	8	10.0
Weighted total		1.0	10.3	-	7.0	8.8	-
Percentage of possible points		10%		-	80%		-
Percentage of possible points by gradespan		10% Weight of non-high school results:77%			80% Weight of high school results:23%
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	488.7	488.7	0.0	491.1	363	1	Recovery Path: No Change
Lowest Performing	464.6	465.9	1.3	469.7	61	2	Path Forward: Improved Below Target
High Needs	480.6	481.6	1.0	482.9	202	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	483.3	483.7	0.4	484.3	162	2	Path Forward: Improved Below Target
Students with Disabilities	467.9	470.6	2.7	470.0	94	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.4	489.9	0.5	491.8	320	2	Recovery Path: Improved Below 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	501.4	491.9	-9.5	503.2	37	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	490.1	481.4	-8.7	493.4	21	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.8	492.2	-7.6	501.6	34	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	485.8	489.0	3.2	488.1	367	4	Recovery Path: Exceeded Target
Lowest Performing	463.0	473.4	10.4	466.6	61	4	Recovery Path: Exceeded Target
High Needs	479.2	483.2	4.0	480.9	204	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	481.0	484.0	3.0	482.9	165	4	Path Forward: Exceeded Target
Students with Disabilities	468.4	473.8	5.4	470.6	94	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	486.7	489.8	3.1	488.4	326	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	499.6	491.7	-7.9	502.1	37	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	487.5	480.8	-6.7	491.3	22	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	10	-	-
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	499.1	493.5	-5.6	501.7	33	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	485.3	480.7	-4.6	487.6	130	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	43	-	-
High Needs	479.5	476.2	-3.3	481.9	81	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	481.8	479.2	-2.6	485.1	65	0	Path Forward: Declined
Students with Disabilities	468.2	466.3	-1.9	471.6	41	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	485.4	482.0	-3.4	487.7	112	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	504.3	497.9	-6.4	507.2	33	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	18	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	15	-	-
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.2	498.6	-4.6	506.1	30	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.2	285	2	Typical Growth - Low
Lowest Performing	43.1	61	2	Typical Growth - Low
High Needs	40.9	154	2	Typical Growth - Low
English Learners and Former English Learners	-	6	-	-
Low Income	41.7	129	2	Typical Growth - Low
Students with Disabilities	40.1	63	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.9	253	2	Typical Growth - Low

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.1	28	2	Typical Growth - Low
Lowest Performing	-	-	-	-
High Needs	-	16	-	-
English Learners and Former English Learners	-	-	-	-
Low Income	-	13	-	-
Students with Disabilities	-	6	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.9	26	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.1	289	3	Typical Growth - High
Lowest Performing	55.6	61	3	Typical Growth - High
High Needs	50.7	157	3	Typical Growth - High
English Learners and Former English Learners	-	6	-	-
Low Income	51.2	133	3	Typical Growth - High
Students with Disabilities	49.0	63	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.7	257	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.0	27	3	Typical Growth - High
Lowest Performing	-	-	-	-
High Needs	-	15	-	-
English Learners and Former English Learners	-	-	-	-
Low Income	-	12	-	-
Students with Disabilities	-	5	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	0	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.3	26	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	89.5	88.1	-1.4	91.5	42	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	88.5	86.7	-1.8	92.8	30	0	Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	25	-	-
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	90.9	89.7	-1.2	92.9	39	0	Declined

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	83.3	92.1	8.8	84.9	38	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	82.6	92.3	9.7	86.0	26	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	24	-	-
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	88.9	93.9	5.0	90.5	33	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	2.1	2.6	0.5	1.8	152	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	3.4	4.7	1.3	3.0	86	0	Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	66	-	-
Students with Disabilities	-	-	-	-	45	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	1.5	1.5	0.0	1.3	136	1	No Change

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	13.8	15.4	1.6	12.8	505	0	Declined
Lowest Performing	15.9	9.8	-6.1	13.8	61	4	Exceeded Target
High Needs	17.7	21.2	3.5	15.9	297	0	Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	19.4	22.2	2.8	17.0	239	0	Declined
Students with Disabilities	14.4	19.2	4.8	12.0	130	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	28	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	13.0	15.0	2.0	11.8	447	0	Declined

Chronic absenteeism - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	28.6	27.0	-1.6	27.0	159	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	34.4	35.4	1.0	31.5	96	0	Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	75	-	-
Students with Disabilities	-	-	-	-	52	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	27.5	24.5	-3.0	25.7	139	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	62.5	54.9	-7.6	65.9	71	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	44.7	28.9	-15.8	50.4	38	0	Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	28	-	-
Students with Disabilities	-	-	-	-	22	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	64.4	54.0	-10.4	68.0	63	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	418	400	96	Yes	1	418	404	97	Yes	1	172	166	97	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	239	223	238	226	107	101	584	550	94	No	1
English Learners and Former English Learners	6	6	6	6	2	2	14	-	-	-	-
Low Income	191	179	190	182	86	81	467	442	95	Yes	1
Students with Disabilities	112	103	111	104	53	49	276	256	93	No	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	2	2	3	3	0	0	5	-	-	-	-
Black or African American	3	3	2	2	0	0	5	-	-	-	-
Hispanic or Latino	21	20	20	19	8	8	49	47	96	Yes	1
Multi-Race, Not Hispanic or Latino	20	20	21	20	14	13	55	53	96	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	371	354	371	359	150	145	892	858	96	Yes	1

School Accountability Information
School	Accountability information	School accountability percentile
Buckland-Shelburne Regional	Not requiring assistance or intervention	37
Colrain Central	Not requiring assistance or intervention	42
Mohawk Trail Regional School	Requiring assistance or intervention	34
Sanderson Academy	Not requiring assistance or intervention	58

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