Massachusetts School and District Profiles

Ralph C Mahar

Districts
Schools

2025

2025 Official Accountability Report - Ralph C Mahar

Organization Information

DISTRICT NAME
Ralph C Mahar (07550000)

TITLE I STATUS
Title I District

REGION
West/Central

GRADES SERVED
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: Students with Disabilities -Low Income

Progress toward improvement targets	Accountability percentile
34% - Moderate progress toward targets	-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR
SCHOOLS IN THIS DISTRICT

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	9%	51%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	34%
	Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
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	-	2	4	-	1	4	-	-	-	-
	Mathematics achievement	3	4	-	4	4	-	0	4	-	-	-	-
	Science achievement	1	4	-	-	-	-	4	4	-	-	-	-
	Achievement total	6	12	67.5	6	8	67.5	5	12	47.5	-	-	-
Growth	English language arts growth	1	4	-	2	4	-	1	4	-	-	-	-
	Mathematics growth	3	4	-	3	4	-	0	4	-	-	-	-
	Growth total	4	8	22.5	5	8	22.5	1	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	4	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	1	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	4	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	9	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0	4	8	10.0	-	-	-
Weighted total		5.4	10.3	-	5.2	7.6	-	4.8	10.7	-	-	-	-
Percentage of possible points		52%		-	68%		-	45%		-	-		-
Percentage of possible points by gradespan		60% Weight of non-high school results:38%						45% Weight of high school results:62%
2025 Annual criterion-referenced target percentage		51%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
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	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	0	4	-	-	-	-
	Achievement total	0	12	67.5	-	-	-	0	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	-	-	-	1	4	-	-	-	-
	Mathematics growth	3	4	-	-	-	-	0	4	-	-	-	-
	Growth total	5	8	22.5	-	-	-	1	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	0	4	-	-	-	-	2	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	4	4	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-	6	8	10.0	-	-	-
Weighted total		1.1	10.3	-	-	-	-	0.8	10.7	-	-	-	-
Percentage of possible points		11%		-	-		-	8%		-	-		-
Percentage of possible points by gradespan		11% Weight of non-high school results:39%						8% Weight of high school results:61%
2024 Annual criterion-referenced target percentage		9%

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	15%	36%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	28%
	Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	0	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	0	4	-	2	4	-
	Achievement total	5	12	67.5	2	12	47.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	4	4	-	0	4	-
	Growth total	6	8	22.5	1	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	3	4	-
	Extended engagement rate	-	-	-	3	4	-
	Annual dropout rate	-	-	-	1	4	-
	High school completion total	-	-	-	7	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	0	4	-
	Additional indicators total	4	4	10.0	4	8	10.0
Weighted total		5.1	10.3	-	3.0	10.7	-
Percentage of possible points		50%		-	28%		-
Percentage of possible points by gradespan		50% Weight of non-high school results:38%			28% Weight of high school results:62%
2025 Annual criterion-referenced target percentage		36%

2024 Points awarded

2024 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	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	0	12	67.5	0	12	47.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	3	4	-	0	4	-
	Growth total	5	8	22.5	1	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	2	4	-
	Extended engagement rate	-	-	-	0	4	-
	Annual dropout rate	-	-	-	4	4	-
	High school completion total	-	-	-	6	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	-	-	-	3	4	-
	Additional indicators total	0	4	10.0	5	8	10.0
Weighted total		1.1	10.3	-	1.9	10.7	-
Percentage of possible points		11%		-	18%		-
Percentage of possible points by gradespan		11% Weight of non-high school results:39%			18% Weight of high school results:61%
2024 Annual criterion-referenced target percentage		15%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	479.1	480.9	1.8	482.3	201	2	Recovery Path: Improved Below Target
Lowest Performing	454.9	455.3	0.4	460.0	20	2	Path Forward: Improved Below Target
High Needs	474.6	476.8	2.2	477.6	135	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	473.9	477.9	4.0	476.9	119	4	Recovery Path: Exceeded Target
Students with Disabilities	467.7	467.1	-0.6	471.0	58	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	470.1	480.8	10.7	472.6	24	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	481.2	480.3	-0.9	484.4	158	0	Recovery Path: Declined

English language arts achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	485.2	484.8	-0.4	487.1	76	1	Recovery Path: No Change
Lowest Performing	-	-	-	-	19	-	-
High Needs	479.8	474.7	-5.1	483.1	48	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	481.4	476.4	-5.0	484.2	41	0	Path Forward: Declined
Students with Disabilities	466.4	460.7	-5.7	469.0	21	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	484.9	485.1	0.2	487.1	63	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	485.3	487.7	2.4	487.6	196	3	Recovery Path: Met Target
Lowest Performing	459.8	467.4	7.6	465.7	20	4	Recovery Path: Exceeded Target
High Needs	480.0	482.9	2.9	482.6	131	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	479.9	483.4	3.5	482.1	114	4	Recovery Path: Exceeded Target
Students with Disabilities	473.5	476.1	2.6	476.9	55	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	475.7	483.4	7.7	478.3	23	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.0	488.3	1.3	489.6	154	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	480.8	479.0	-1.8	483.6	74	0	Path Forward: Declined
Lowest Performing	-	-	-	-	19	-	-
High Needs	477.4	472.3	-5.1	481.5	49	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	478.3	473.5	-4.8	482.3	42	0	Path Forward: Declined
Students with Disabilities	471.3	465.4	-5.9	475.7	22	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	480.4	480.7	0.3	483.3	61	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	486.3	486.3	0.0	488.6	95	1	Recovery Path: No Change
Lowest Performing	-	-	-	-	20	-	-
High Needs	481.0	480.0	-1.0	484.8	62	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	479.4	481.0	1.6	481.7	57	2	Recovery Path: Improved Below Target
Students with Disabilities	474.7	477.8	3.1	478.5	28	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.4	488.1	-0.3	490.9	75	1	Recovery Path: No Change

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	478.6	483.0	4.4	481.2	68	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	474.9	475.9	1.0	478.5	46	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	476.0	477.3	1.3	479.9	39	2	Recovery Path: Improved Below Target
Students with Disabilities	465.3	469.0	3.7	468.4	21	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	478.6	483.4	4.8	481.5	58	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	39.2	171	1	Low Growth
Lowest Performing	42.1	20	2	Typical Growth - Low
High Needs	42.8	112	2	Typical Growth - Low
English Learners and Former English Learners	-	4	-	-
Low Income	43.3	100	2	Typical Growth - Low
Students with Disabilities	42.1	48	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	6	-	-
Hispanic or Latino	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	38.2	141	1	Low Growth

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	36.2	61	1	Low Growth
Lowest Performing	-	19	-	-
High Needs	30.8	37	1	Low Growth
English Learners and Former English Learners	-	3	-	-
Low Income	29.6	30	0	Very Low Growth
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	35.7	52	1	Low Growth

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	59.1	168	3	Typical Growth - High
Lowest Performing	57.3	20	3	Typical Growth - High
High Needs	60.7	110	4	Exceeded Typical Growth
English Learners and Former English Learners	-	5	-	-
Low Income	61.1	97	4	Exceeded Typical Growth
Students with Disabilities	62.0	46	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	59.6	138	3	Typical Growth - High

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	28.0	60	0	Very Low Growth
Lowest Performing	-	19	-	-
High Needs	26.4	38	0	Very Low Growth
English Learners and Former English Learners	-	3	-	-
Low Income	25.7	31	0	Very Low Growth
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	28.7	51	0	Very Low Growth

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	78.7	82.4	3.7	81.2	68	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	73.9	78.0	4.1	78.3	50	3	Met Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	72.3	76.6	4.3	76.4	47	3	Met Target
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	81.0	83.3	2.3	83.3	60	3	Met Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	84.0	84.0	0.0	86.1	94	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	77.9	81.2	3.3	81.6	69	3	Met Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	79.7	80.0	0.3	83.4	65	2	Improved Below Target
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	89.0	87.3	-1.7	91.1	79	0	Declined

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	6.0	4.6	-1.4	5.4	306	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	6.3	6.3	0.0	5.7	189	1	No Change
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	7.1	6.2	-0.9	6.4	161	3	Met Target
Students with Disabilities	6.1	9.9	3.8	5.5	81	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	25	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.0	4.9	-1.1	5.4	266	3	Met Target

Progress toward attaining English language proficiency - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	-	-	-
Students with Disabilities	-	-	-	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Progress toward attaining English language proficiency - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	-	-	-
Students with Disabilities	-	-	-	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	26.4	21.7	-4.7	24.9	203	4	Exceeded Target
Lowest Performing	20.8	40.0	19.2	16.2	20	0	Declined
High Needs	31.9	26.6	-5.3	29.5	143	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	34.9	29.1	-5.8	31.7	127	4	Exceeded Target
Students with Disabilities	28.8	23.4	-5.4	25.2	64	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	20.8	21.7	0.9	16.6	23	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	28.0	21.7	-6.3	26.2	161	4	Exceeded Target

Chronic absenteeism - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	19.1	15.4	-3.7	16.8	344	4	Exceeded Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	24.8	19.7	-5.1	21.0	239	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	26.7	21.2	-5.5	21.6	217	3	Met Target
Students with Disabilities	24.5	17.8	-6.7	20.1	101	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	40	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	19.8	16.4	-3.4	17.3	280	4	Exceeded Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	49.6	37.4	-12.2	53.7	139	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	36.0	29.3	-6.7	42.1	92	0	Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	38.5	31.3	-7.2	45.3	80	0	Declined
Students with Disabilities	16.7	16.7	0.0	24.8	36	1	No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	48.2	35.7	-12.5	52.3	112	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	290	277	96	Yes	1	291	270	95	Yes	2	183	174	95	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	196	183	197	180	123	114	516	477	95	Yes	2
English Learners and Former English Learners	13	13	14	13	8	8	35	-	-	-	-
Low Income	172	160	173	156	110	102	455	418	94	No	2
Students with Disabilities	85	79	85	77	54	50	224	206	93	No	2
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	1	1	1	1	0	0	2	-	-	-	-
Black or African American	9	9	9	9	6	6	24	-	-	-	-
Hispanic or Latino	35	34	36	33	20	19	91	86	95	Yes	1
Multi-Race, Not Hispanic or Latino	9	9	9	9	7	7	25	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	233	221	233	215	149	141	615	577	95	Yes	2

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