Massachusetts School and District Profiles

Franklin High

Districts
Schools

2025

2025 Official Accountability Report - Franklin High

Organization Information

DISTRICT NAME
Franklin (01010000)

TITLE I STATUS
Non-Title I School

SCHOOL
Franklin High (01010505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
31% - Moderate progress toward targets	78

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	31%	30%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	31%
	Moderate progress toward targets

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	0	4	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	3	4	-	0	4	-
	Achievement total	3	12	47.5	0	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	5	8	22.5	5	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	0	4	-	2	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	3	8	10.0	2	4	10.0
Weighted total		5.1	10.7	-	1.3	10.3	-
Percentage of possible points		48%		-	13%		-
2025 Annual criterion-referenced target percentage		30%

2024 Points awarded

2024 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	0	4	-	0	4	-
	Mathematics achievement	1	4	-	0	4	-
	Science achievement	3	4	-	0	4	-
	Achievement total	4	12	47.5	0	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	22.5	5	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	3	4	-	0	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	3	8	10.0	0	4	10.0
Weighted total		5.5	10.7	-	1.1	10.3	-
Percentage of possible points		51%		-	11%		-
2024 Annual criterion-referenced target percentage		31%

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	31%	23%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	26%
	Moderate progress toward targets

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	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	4	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	0	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	2	8	10.0
Weighted total		2.5	10.7	-
Percentage of possible points		23%		-
2025 Annual criterion-referenced target percentage		23%

2024 Points awarded

2024 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	2	4	-
	Mathematics growth	3	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-
	Extended engagement rate	3	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	3	4	-
	Advanced coursework completion	1	4	-
	Additional indicators total	4	8	10.0
Weighted total		3.3	10.7	-
Percentage of possible points		31%		-
2024 Annual criterion-referenced target percentage		31%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	511.0	504.8	-6.2	512.3	332	0	Recovery Path: Declined
Lowest Performing	486.0	482.2	-3.8	489.6	74	0	Path Forward: Declined
High Needs	491.5	487.4	-4.1	493.4	104	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	496.1	492.2	-3.9	499.7	53	0	Path Forward: Declined
Students with Disabilities	482.3	480.4	-1.9	484.2	71	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	523.4	517.2	-6.2	525.7	35	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	503.6	499.7	-3.9	506.3	23	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	510.8	504.6	-6.2	512.6	251	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	509.0	505.8	-3.2	510.1	335	0	Path Forward: Declined
Lowest Performing	486.1	483.4	-2.7	489.4	74	0	Path Forward: Declined
High Needs	491.8	488.7	-3.1	494.5	104	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	494.5	491.9	-2.6	499.0	52	0	Path Forward: Declined
Students with Disabilities	481.8	481.8	0.0	484.3	72	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	525.4	525.2	-0.2	528.8	35	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	502.6	498.1	-4.5	506.8	23	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	508.6	504.8	-3.8	509.7	255	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	514.5	512.8	-1.7	516.2	328	3	Recovery Path: Met Target
Lowest Performing	492.0	490.2	-1.8	494.6	74	0	Path Forward: Declined
High Needs	499.7	496.6	-3.1	502.0	100	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	502.4	502.5	0.1	504.4	51	3	Path Forward: Met Target
Students with Disabilities	493.0	488.9	-4.1	495.5	69	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	527.9	526.1	-1.8	529.7	33	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	509.5	502.8	-6.7	512.7	21	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	513.9	511.8	-2.1	515.2	255	3	Path Forward: Met Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	50.8	311	3	Typical Growth - High
Lowest Performing	48.1	74	2	Typical Growth - Low
High Needs	45.4	93	2	Typical Growth - Low
English Learners and Former English Learners	-	5	-	-
Low Income	43.0	45	2	Typical Growth - Low
Students with Disabilities	40.9	64	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	61.8	32	4	Exceeded Typical Growth
Black or African American	-	11	-	-
Hispanic or Latino	52.2	20	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	50.2	239	3	Typical Growth - High

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	48.9	314	2	Typical Growth - Low
Lowest Performing	51.8	74	3	Typical Growth - High
High Needs	47.5	93	2	Typical Growth - Low
English Learners and Former English Learners	-	6	-	-
Low Income	43.3	43	2	Typical Growth - Low
Students with Disabilities	45.4	65	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	50.1	33	3	Typical Growth - High
Black or African American	-	10	-	-
Hispanic or Latino	50.7	20	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	49.8	242	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.4	96.8	-1.6	95.0	409	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	94.4	89.3	-5.1	95.0	122	0	Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	91.8	88.8	-3.0	95.0	80	0	Declined
Students with Disabilities	91.0	87.5	-3.5	95.0	64	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	100.0	100.0	0.0	95.0	30	4	Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	98.9	97.6	-1.3	95.0	330	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.6	99.5	0.9	95.0	425	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	95.1	98.4	3.3	95.0	125	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	93.8	97.3	3.5	95.0	73	4	Exceeded Target
Students with Disabilities	95.8	98.5	2.7	95.0	67	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	97.0	100.0	3.0	95.0	31	4	Exceeded Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	99.5	99.7	0.2	95.0	355	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.2	0.2	0.0	1.0	1,558	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.8	0.8	0.0	1.0	390	3	Met Target
English Learners and Former English Learners	-	-	-	-	29	-	-
Low Income	1.1	0.5	-0.6	1.0	211	4	Exceeded Target
Students with Disabilities	0.9	0.9	0.0	1.0	224	3	Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	0.0	0.0	0.0	1.0	138	4	Exceeded Target
Black or African American	-	-	-	-	53	-	-
Hispanic or Latino	2.3	1.0	-1.3	2.1	105	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	40	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	4	-	-
White	0.1	0.2	0.1	1.0	1,217	3	Met Target

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 - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	11.9	12.8	0.9	10.8	1,458	0	Declined
Lowest Performing	18.4	16.2	-2.2	14.4	74	2	Improved Below Target
High Needs	24.5	29.7	5.2	21.4	350	0	Declined
English Learners and Former English Learners	-	-	-	-	51	-	-
Low Income	29.4	35.3	5.9	25.2	215	0	Declined
Students with Disabilities	22.0	26.2	4.2	18.1	187	0	Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	10.1	10.2	0.1	8.2	137	3	Met Target
Black or African American	-	-	-	-	59	-	-
Hispanic or Latino	29.4	24.5	-4.9	25.4	98	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	31	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	4	-	-
White	9.8	11.4	1.6	8.4	1,127	3	Met Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	75.4	77.7	2.3	77.5	759	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	44.2	46.8	2.6	50.2	171	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	21	-	-
Low Income	46.2	52.1	5.9	52.0	94	3	Met Target
Students with Disabilities	35.8	35.6	-0.2	43.5	90	1	No Change
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	93.0	94.3	1.3	95.0	70	3	Met Target
Black or African American	-	-	-	-	25	-	-
Hispanic or Latino	37.8	65.2	27.4	44.2	46	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	77.5	77.5	0.0	80.0	601	1	No Change

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	339	338	100	Yes	1	344	341	99	Yes	1	347	346	100	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	111	110	112	109	114	113	337	332	99	Yes	1
English Learners and Former English Learners	11	11	11	11	11	11	33	-	-	-	-
Low Income	60	59	60	57	62	61	182	177	97	Yes	1
Students with Disabilities	73	72	74	72	76	76	223	220	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	36	36	37	37	37	37	110	110	100	Yes	1
Black or African American	16	16	16	15	16	16	48	-	-	-	-
Hispanic or Latino	25	25	25	25	25	24	75	74	99	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	9	9	25	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	253	252	257	255	259	259	769	766	100	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