Massachusetts School and District Profiles

Palmer High

Districts
Schools

2025

2025 Official Accountability Report - Palmer High

Organization Information

DISTRICT NAME
Palmer (02270000)

TITLE I STATUS
Title I School

SCHOOL
Palmer High (02270505)

GRADES SERVED
07,08,09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

School of Recognition

Progress toward improvement targets	Accountability percentile
56% - Substantial progress toward targets	44

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	29%	73%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	56%
	Substantial 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	4	4	-	3	4	-	3	4	-	-	-	-
	Mathematics achievement	3	4	-	2	4	-	4	4	-	-	-	-
	Science achievement	4	4	-	-	-	-	4	4	-	-	-	-
	Achievement total	11	12	67.5	5	8	67.5	11	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	2	4	-	1	4	-	-	-	-
	Mathematics growth	3	4	-	2	4	-	3	4	-	-	-	-
	Growth total	5	8	22.5	4	8	22.5	4	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	2	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	1	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	4	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	-	2	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0	2	8	10.0	-	-	-
Weighted total		9.0	10.3	-	4.7	7.6	-	7.7	10.7	-	-	-	-
Percentage of possible points		87%		-	62%		-	72%		-	-		-
Percentage of possible points by gradespan		75% Weight of non-high school results:48%						72% Weight of high school results:52%
2025 Annual criterion-referenced target percentage		73%

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	-	2	4	-	0	4	-	-	-	-
	Mathematics achievement	3	4	-	2	4	-	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	0	4	-	-	-	-
	Achievement total	3	12	67.5	4	8	67.5	0	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	-	-	-	-	-	-	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	4	4	-	2	4	-	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0	4	8	10.0	-	-	-
Weighted total		3.6	10.3	-	3.8	7.6	-	1.5	10.7	-	-	-	-
Percentage of possible points		35%		-	50%		-	14%		-	-		-
Percentage of possible points by gradespan		43% Weight of non-high school results:54%						14% Weight of high school results:46%
2024 Annual criterion-referenced target percentage		29%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	27%	67%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	51%
	Substantial 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	4	4	-	0	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	4	4	-	3	4	-
	Achievement total	11	12	67.5	5	12	47.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	2	4	-
	Extended engagement rate	-	-	-	2	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	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	0	4	-
	Additional indicators total	4	4	10.0	0	8	10.0
Weighted total		9.0	10.3	-	5.1	10.7	-
Percentage of possible points		87%		-	48%		-
Percentage of possible points by gradespan		87% Weight of non-high school results:48%			48% Weight of high school results:52%
2025 Annual criterion-referenced target percentage		67%

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	-	2	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	3	12	67.5	2	12	47.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	4	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	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	0	4	-
	Additional indicators total	3	4	10.0	4	8	10.0
Weighted total		3.2	10.3	-	2.3	10.7	-
Percentage of possible points		31%		-	22%		-
Percentage of possible points by gradespan		31% Weight of non-high school results:54%			22% Weight of high school results:46%
2024 Annual criterion-referenced target percentage		27%

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	483.4	487.4	4.0	486.3	190	4	Recovery Path: Exceeded Target
Lowest Performing	451.3	458.5	7.2	458.4	40	3	Recovery Path: Met Target
High Needs	474.6	479.6	5.0	477.6	124	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	476.9	481.8	4.9	479.5	108	4	Recovery Path: Exceeded Target
Students with Disabilities	457.1	463.8	6.7	460.4	41	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	473.4	477.3	3.9	475.9	32	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	484.6	488.7	4.1	487.6	140	4	Recovery Path: Exceeded Target

English language arts achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	491.2	493.8	2.6	493.6	44	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	485.7	482.2	-3.5	489.0	30	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	486.9	483.6	-3.3	488.7	24	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.5	494.8	7.3	489.8	31	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	488.3	490.7	2.4	491.1	189	3	Recovery Path: Met Target
Lowest Performing	462.5	464.4	1.9	466.6	40	2	Recovery Path: Improved Below Target
High Needs	480.6	483.0	2.4	482.7	123	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	482.1	484.8	2.7	484.6	107	3	Recovery Path: Met Target
Students with Disabilities	466.8	469.4	2.6	470.2	39	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	480.0	481.8	1.8	482.6	31	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.4	491.8	2.4	491.6	140	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	487.6	493.1	5.5	489.8	44	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	482.3	484.4	2.1	486.4	30	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	482.2	488.0	5.8	486.2	24	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	486.7	494.7	8.0	488.3	31	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	481.0	486.9	5.9	483.2	83	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	15	-	-
High Needs	472.5	481.0	8.5	476.3	55	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	472.7	482.3	9.6	476.7	50	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	481.2	488.2	7.0	484.9	61	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	483.0	489.9	6.9	485.9	38	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	477.7	481.2	3.5	480.8	24	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	477.7	481.9	4.2	480.4	20	4	Recovery Path: Exceeded Target
Students with Disabilities	-	-	-	-	3	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	483.0	490.8	7.8	485.7	28	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	49.0	179	2	Typical Growth - Low
Lowest Performing	48.1	40	2	Typical Growth - Low
High Needs	46.7	114	2	Typical Growth - Low
English Learners and Former English Learners	-	5	-	-
Low Income	47.6	101	2	Typical Growth - Low
Students with Disabilities	46.6	34	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	6	-	-
Hispanic or Latino	50.5	31	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.7	132	2	Typical Growth - Low

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	39.9	40	1	Low Growth
Lowest Performing	-	-	-	-
High Needs	40.1	27	2	Typical Growth - Low
English Learners and Former English Learners	-	4	-	-
Low Income	36.3	22	1	Low Growth
Students with Disabilities	-	6	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	38.1	28	1	Low Growth

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	52.4	180	3	Typical Growth - High
Lowest Performing	47.2	40	2	Typical Growth - Low
High Needs	50.5	115	3	Typical Growth - High
English Learners and Former English Learners	-	5	-	-
Low Income	51.2	102	3	Typical Growth - High
Students with Disabilities	44.1	33	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	6	-	-
Hispanic or Latino	51.8	30	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.9	134	3	Typical Growth - High

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	56.5	40	3	Typical Growth - High
Lowest Performing	-	-	-	-
High Needs	53.4	27	3	Typical Growth - High
English Learners and Former English Learners	-	4	-	-
Low Income	54.1	22	3	Typical Growth - High
Students with Disabilities	-	6	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.2	28	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	85.1	85.2	0.1	87.6	61	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	80.0	80.4	0.4	84.4	46	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	78.8	79.5	0.7	82.9	44	2	Improved Below Target
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	85.5	90.5	5.0	87.8	42	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	88.0	87.8	-0.2	90.1	74	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	82.0	83.6	1.6	85.7	55	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	81.3	82.7	1.4	85.0	52	2	Improved Below Target
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	88.9	89.1	0.2	91.0	55	2	Improved Below Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	3.0	0.9	-2.1	2.7	232	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	4.8	1.3	-3.5	4.3	152	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	5.0	1.5	-3.5	4.5	137	4	Exceeded Target
Students with Disabilities	-	-	-	-	43	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	42	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	3.2	0.0	-3.2	2.9	160	4	Exceeded 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	16.5	14.1	-2.4	15.0	213	4	Exceeded Target
Lowest Performing	4.5	2.5	-2.0	1.0	40	4	Exceeded Target
High Needs	21.4	17.6	-3.8	19.0	142	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	23.8	18.9	-4.9	20.6	127	4	Exceeded Target
Students with Disabilities	10.4	11.4	1.0	6.8	44	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	26.0	15.8	-10.2	21.8	38	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	15.1	14.4	-0.7	13.3	153	2	Improved Below Target

Chronic absenteeism - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	31.8	31.7	-0.1	29.5	230	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	39.3	41.0	1.7	35.5	156	0	Declined
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	40.3	42.7	2.4	35.2	143	0	Declined
Students with Disabilities	-	-	-	-	45	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	44	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	26.8	29.7	2.9	24.3	155	0	Declined

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	58.8	54.8	-4.0	62.9	135	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	47.1	40.7	-6.4	53.2	86	0	Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	50.6	42.0	-8.6	57.4	81	0	Declined
Students with Disabilities	-	-	-	-	27	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	24	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	61.4	56.5	-4.9	65.5	92	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	255	252	99	Yes	1	256	252	98	Yes	1	146	136	96	Yes	2

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	174	171	175	171	102	93	451	435	96	Yes	1
English Learners and Former English Learners	11	11	11	11	8	8	30	-	-	-	-
Low Income	152	149	153	149	91	83	396	381	96	Yes	1
Students with Disabilities	57	56	57	54	30	23	144	133	96	Yes	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	6	6	6	6	4	4	16	-	-	-	-
Black or African American	9	9	9	9	4	4	22	-	-	-	-
Hispanic or Latino	47	46	48	46	31	27	126	119	97	Yes	2
Multi-Race, Not Hispanic or Latino	9	9	9	9	5	5	23	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	184	182	184	182	102	96	470	460	98	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