Massachusetts School and District Profiles

Northboro-Southboro

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Northboro-Southboro

Organization Information

DISTRICT NAME
Northboro-Southboro (07300000)

TITLE I STATUS
Title I District

REGION
West/Central

GRADES SERVED
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

Progress toward improvement targets	Accountability percentile
52% - Substantial 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	51%	53%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	52%
	Substantial 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	3	4	-	0	4	-
	Mathematics achievement	3	4	-	1	4	-
	Science achievement	4	4	-	0	4	-
	Achievement total	10	12	47.5	1	12	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	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	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	3	8	10.0	4	4	10.0
Weighted total		8.8	10.7	-	2.4	10.3	-
Percentage of possible points		82%		-	23%		-
2026 Annual criterion-referenced target percentage		53%

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	4	4	-	0	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	4	4	-	0	4	-
	Achievement total	11	12	47.5	0	12	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	22.5	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	-	0	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	0	8	10.0	0	4	10.0
Weighted total		9.2	10.7	-	1.6	10.3	-
Percentage of possible points		86%		-	16%		-
2025 Annual criterion-referenced target percentage		51%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	30%	33%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	32%
	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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	10	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	1	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	1	8	10.0
Weighted total		3.5	10.7	-
Percentage of possible points		33%		-
2026 Annual criterion-referenced target percentage		33%

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	0	4	-
	Extended engagement rate	4	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	-
	Advanced coursework completion	0	4	-
	Additional indicators total	0	8	10.0
Weighted total		3.2	10.7	-
Percentage of possible points		30%		-
2025 Annual criterion-referenced target percentage		30%

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	515.8	514.1	-1.7	516.8	316	3	Path Forward: Met Target
Lowest Performing	491.4	489.2	-2.2	495.0	70	0	Path Forward: Declined
High Needs	498.3	490.9	-7.4	500.2	80	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	501.8	490.5	-11.3	505.4	41	0	Path Forward: Declined
Students with Disabilities	491.2	484.5	-6.7	493.1	51	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	523.8	526.9	3.1	526.0	48	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	503.3	495.0	-8.3	506.0	30	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	8	-	-
White	515.7	513.6	-2.1	517.0	211	3	Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	514.7	514.3	-0.4	515.8	308	3	Path Forward: Met Target
Lowest Performing	488.8	488.3	-0.5	492.1	70	1	Path Forward: No Change
High Needs	494.5	489.0	-5.5	497.2	76	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	495.5	488.9	-6.6	500.0	38	0	Path Forward: Declined
Students with Disabilities	486.6	483.5	-3.1	489.1	50	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	533.5	532.6	-0.9	536.9	48	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	494.1	494.2	0.1	498.3	27	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	8	-	-
White	512.8	512.3	-0.5	513.9	206	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	519.2	514.6	-4.6	520.2	292	4	Path Forward: Exceeded Target
Lowest Performing	492.0	486.4	-5.6	494.6	70	0	Path Forward: Declined
High Needs	500.1	491.4	-8.7	502.4	69	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	502.0	489.7	-12.3	504.0	31	0	Path Forward: Declined
Students with Disabilities	492.6	486.6	-6.0	495.1	48	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	533.4	531.3	-2.1	535.5	47	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	8	-	-
White	518.7	512.8	-5.9	520.0	200	4	Path Forward: Exceeded Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.8	295	3	Typical Growth - High
Lowest Performing	54.4	70	3	Typical Growth - High
High Needs	53.5	71	3	Typical Growth - High
English Learners and Former English Learners	-	10	-	-
Low Income	45.8	33	2	Typical Growth - Low
Students with Disabilities	50.7	47	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	57.4	47	3	Typical Growth - High
Black or African American	-	5	-	-
Hispanic or Latino	46.9	24	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	8	-	-
White	58.8	199	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	60.6	287	4	Exceeded Typical Growth
Lowest Performing	57.1	70	3	Typical Growth - High
High Needs	50.4	68	3	Typical Growth - High
English Learners and Former English Learners	-	10	-	-
Low Income	51.0	30	3	Typical Growth - High
Students with Disabilities	46.3	47	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	62.7	47	4	Exceeded Typical Growth
Black or African American	-	5	-	-
Hispanic or Latino	49.6	21	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	8	-	-
White	60.5	194	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.0	97.7	1.7	95.0	299	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	91.1	91.4	0.3	94.2	81	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	90.1	91.5	1.4	94.2	47	2	Improved Below Target
Students with Disabilities	88.9	87.8	-1.1	92.9	41	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	96.1	97.6	1.5	95.0	41	4	Exceeded Target
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	87.9	100.0	12.1	90.5	29	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	97.2	97.6	0.4	95.0	211	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.1	97.8	-1.3	95.0	323	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	99.1	95.9	-3.2	95.0	123	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	98.5	95.1	-3.4	95.0	81	3	Met Target
Students with Disabilities	98.4	97.2	-1.2	95.0	72	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	100.0	96.1	-3.9	95.0	51	4	Exceeded Target
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	96.2	90.9	-5.3	95.0	33	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.1	99.1	0.0	95.0	214	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.3	0.3	0.0	1.0	1,181	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.9	0.4	-0.5	1.0	285	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	0.7	0.0	-0.7	1.0	134	4	Exceeded Target
Students with Disabilities	1.1	0.6	-0.5	1.0	175	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	0.0	0.5	0.5	1.0	191	3	Met Target
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	0.9	0.9	0.0	1.0	112	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	49	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	12	-	-
White	0.4	0.1	-0.3	1.0	795	4	Exceeded Target

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 - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	17.8	17.0	-0.8	16.7	1,209	3	Met Target
Lowest Performing	25.0	17.1	-7.9	21.0	70	4	Exceeded Target
High Needs	33.0	33.3	0.3	29.9	333	1	No Change
English Learners and Former English Learners	-	-	-	-	62	-	-
Low Income	28.6	35.3	6.7	24.4	173	0	Declined
Students with Disabilities	44.0	37.4	-6.6	40.1	195	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	10.9	7.4	-3.5	9.0	202	4	Exceeded Target
Black or African American	-	-	-	-	22	-	-
Hispanic or Latino	31.4	30.3	-1.1	27.4	122	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	57	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	12	-	-
White	17.5	16.7	-0.8	16.1	791	2	Improved Below Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	80.1	75.4	-4.7	82.2	569	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	52.2	43.8	-8.4	58.2	153	0	Declined
English Learners and Former English Learners	-	-	-	-	26	-	-
Low Income	59.2	45.0	-14.2	65.0	80	0	Declined
Students with Disabilities	38.5	35.2	-3.3	46.2	88	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	93.3	92.0	-1.3	95.0	100	3	Met Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	70.2	44.3	-25.9	76.6	61	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	79.3	75.9	-3.4	81.8	373	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	324	317	98	Yes	1	323	309	96	Yes	1	324	316	98	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	87	81	87	77	87	85	261	243	95	Yes	2
English Learners and Former English Learners	18	17	18	17	18	18	54	-	-	-	-
Low Income	44	41	44	38	44	44	132	123	96	Yes	2
Students with Disabilities	56	51	56	50	56	54	168	155	94	No	2
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	48	48	48	48	48	47	144	143	99	Yes	1
Black or African American	7	7	7	7	7	7	21	-	-	-	-
Hispanic or Latino	32	31	32	28	32	32	96	91	95	Yes	1
Multi-Race, Not Hispanic or Latino	12	11	12	11	12	12	36	-	-	-	-
Native Hawaiian or Other Pacific Islander	8	8	8	8	8	8	24	-	-	-	-
White	216	211	215	206	216	209	647	626	97	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