Massachusetts School and District Profiles

Southern Berkshire

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Southern Berkshire

Organization Information

DISTRICT NAME
Southern Berkshire (07650000)

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 Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
41% - Moderate progress toward targets	-

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

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	31%	49%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	41%
	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	0	4	-	2	4	-	0	4	-	-	-	-
	Mathematics achievement	3	4	-	4	4	-	3	4	-	-	-	-
	Science achievement	1	4	-	-	-	-	0	4	-	-	-	-
	Achievement total	4	12	67.5	6	8	67.5	3	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	2	4	-	2	4	-	-	-	-
	Mathematics growth	3	4	-	2	4	-	3	4	-	-	-	-
	Growth total	5	8	22.5	4	8	22.5	5	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	3	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	0	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	0	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	3	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0	4	8	10.0	-	-	-
Weighted total		4.1	10.3	-	5.4	7.6	-	3.6	10.7	-	-	-	-
Percentage of possible points		40%		-	71%		-	34%		-	-		-
Percentage of possible points by gradespan		56% Weight of non-high school results:68%						34% Weight of high school results:32%
2026 Annual criterion-referenced target percentage		49%

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	-	3	4	-	0	4	-	-	-	-
	Mathematics achievement	0	4	-	0	4	-	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	1	4	-	-	-	-
	Achievement total	2	12	67.5	3	8	67.5	1	12	47.5	-	-	-
Growth	English language arts growth	3	4	-	2	4	-	4	4	-	-	-	-
	Mathematics growth	2	4	-	1	4	-	4	4	-	-	-	-
	Growth total	5	8	22.5	3	8	22.5	8	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	0	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	0	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	4	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	4	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	0	4	-	2	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0	2	8	10.0	-	-	-
Weighted total		2.7	10.3	-	2.7	7.6	-	3.3	10.7	-	-	-	-
Percentage of possible points		26%		-	36%		-	31%		-	-		-
Percentage of possible points by gradespan		31% Weight of non-high school results:69%						31% Weight of high school results:31%
2025 Annual criterion-referenced target percentage		31%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	22%	25%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	24%
	Limited or no 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	0	4	-	-	-	-
	Mathematics achievement	2	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	67.5	-	-	-
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	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	-	-	-
Weighted total		2.6	10.3	-	-	-	-
Percentage of possible points		25%		-	-		-
Percentage of possible points by gradespan		25% Weight of non-high school results:100%			- Weight of high school results:0%
2026 Annual criterion-referenced target percentage		25%

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	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	67.5	-	-	-
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	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-
Weighted total		2.3	10.3	-	-	-	-
Percentage of possible points		22%		-	-		-
Percentage of possible points by gradespan		22% Weight of non-high school results:100%			- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		22%

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	492.8	491.5	-1.3	497.1	251	0	Recovery Path: Declined
Lowest Performing	460.5	462.1	1.6	465.1	49	2	Recovery Path: Improved Below Target
High Needs	483.1	482.0	-1.1	485.0	128	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	484.2	484.3	0.1	485.2	101	2	Path Forward: Improved Below Target
Students with Disabilities	469.3	468.8	-0.5	471.4	59	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	491.9	490.2	-1.7	494.4	32	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.0	491.3	-1.7	496.9	200	0	Recovery Path: Declined

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	508.0	492.5	-15.5	511.5	30	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	16	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.8	490.2	-20.6	515.1	24	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	493.0	494.4	1.4	494.9	250	3	Path Forward: Met Target
Lowest Performing	463.5	469.5	6.0	467.0	49	4	Recovery Path: Exceeded Target
High Needs	483.9	484.8	0.9	485.8	127	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	484.3	485.9	1.6	486.2	99	3	Path Forward: Met Target
Students with Disabilities	473.2	476.2	3.0	475.4	59	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	490.1	488.8	-1.3	492.5	33	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.7	495.7	2.0	495.5	198	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	495.6	497.8	2.2	498.1	28	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	14	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	-	-	-	-	5	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.0	495.4	-1.6	499.6	23	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	491.9	491.6	-0.3	494.6	76	1	Path Forward: No Change
Lowest Performing	-	-	-	-	19	-	-
High Needs	485.4	482.0	-3.4	488.4	40	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	485.3	482.0	-3.3	488.6	32	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.1	494.1	1.0	495.7	57	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	505.6	500.8	-4.8	509.2	26	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	14	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	12	-	-
Students with Disabilities	-	-	-	-	6	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.2	499.2	-9.0	512.6	20	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.7	209	2	Typical Growth - Low
Lowest Performing	46.7	48	2	Typical Growth - Low
High Needs	46.1	107	2	Typical Growth - Low
English Learners and Former English Learners	-	10	-	-
Low Income	45.9	83	2	Typical Growth - Low
Students with Disabilities	44.2	50	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	1	-	-
Black or African American	-	2	-	-
Hispanic or Latino	53.1	28	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.5	164	2	Typical Growth - Low

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.3	27	2	Typical Growth - Low
Lowest Performing	-	-	-	-
High Needs	-	15	-	-
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	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.1	21	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.9	207	3	Typical Growth - High
Lowest Performing	49.9	48	2	Typical Growth - Low
High Needs	48.4	105	2	Typical Growth - Low
English Learners and Former English Learners	-	10	-	-
Low Income	48.0	81	2	Typical Growth - Low
Students with Disabilities	46.1	50	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	1	-	-
Black or African American	-	2	-	-
Hispanic or Latino	47.1	28	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.3	162	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.8	26	3	Typical Growth - High
Lowest Performing	-	-	-	-
High Needs	-	14	-	-
English Learners and Former English Learners	-	-	-	-
Low Income	-	13	-	-
Students with Disabilities	-	5	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.7	21	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	87.9	90.0	2.1	89.9	40	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	26	-	-
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	24	-	-
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	85.7	90.0	4.3	87.7	30	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	92.2	87.9	-4.3	93.8	33	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	20	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	92.1	85.7	-6.4	93.7	28	0	Declined

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.6	1.9	1.3	1.0	158	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	75	-	-
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	62	-	-
Students with Disabilities	-	-	-	-	26	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.0	0.8	0.8	1.0	125	3	Met Target

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	20.7	19.6	-1.1	19.7	347	3	Met Target
Lowest Performing	28.8	24.5	-4.3	26.7	49	4	Exceeded Target
High Needs	24.6	22.9	-1.7	22.8	179	3	Met Target
English Learners and Former English Learners	-	-	-	-	25	-	-
Low Income	27.7	25.4	-2.3	25.3	142	3	Met Target
Students with Disabilities	18.5	16.4	-2.1	16.1	73	3	Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	19.6	18.4	-1.2	16.7	49	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	21.6	19.0	-2.6	20.4	269	4	Exceeded Target

Chronic absenteeism - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	33.5	21.2	-12.3	31.9	165	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	88	-	-
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	80	-	-
Students with Disabilities	-	-	-	-	25	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	31.3	20.5	-10.8	29.5	132	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	74.4	72.7	-1.7	77.8	77	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	39	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	36	-	-
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	76.2	77.4	1.2	79.8	62	2	Improved Below Target

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	289	283	98	Yes	1	287	280	98	Yes	1	109	104	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	150	146	148	143	58	54	356	343	96	Yes	1
English Learners and Former English Learners	15	15	16	16	3	3	34	-	-	-	-
Low Income	120	117	118	114	47	44	285	275	96	Yes	1
Students with Disabilities	69	66	68	64	26	24	163	154	96	Yes	2
American Indian or Alaska Native	2	2	2	2	2	2	6	-	-	-	-
Asian	1	1	1	1	0	0	2	-	-	-	-
Black or African American	2	2	2	2	1	1	5	-	-	-	-
Hispanic or Latino	37	37	37	37	13	13	87	87	100	Yes	1
Multi-Race, Not Hispanic or Latino	17	17	17	17	9	9	43	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	230	224	228	221	84	79	542	524	97	Yes	1

School Accountability Information
School	Accountability information	School accountability percentile
Mt Everett Regional	Requiring assistance or intervention	71
New Marlborough Central	Insufficient data	-
South Egremont	Insufficient data	-
Undermountain	Not requiring assistance or intervention	34

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