Massachusetts School and District Profiles

Walpole High

Districts
Schools

2025

2025 Official Accountability Report - Walpole High

Organization Information

DISTRICT NAME
Walpole (03070000)

TITLE I STATUS
Non-Title I School

SCHOOL
Walpole High (03070505)

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
43% - Moderate progress toward targets	67

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	37%	48%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	43%
	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	3	4	-	0	4	-
	Science achievement	3	4	-	2	4	-
	Achievement total	6	12	47.5	2	12	67.5
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	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	4	4	-	4	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	8	8	10.0	4	4	10.0
Weighted total		7.2	10.7	-	2.9	10.3	-
Percentage of possible points		67%		-	28%		-
2025 Annual criterion-referenced target percentage		48%

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	-	1	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	3	4	-	0	4	-
	Achievement total	6	12	47.5	1	12	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	4	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	4	4	-	0	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	6	8	10.0	0	4	10.0
Weighted total		6.2	10.7	-	1.6	10.3	-
Percentage of possible points		58%		-	16%		-
2024 Annual criterion-referenced target percentage		37%

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	36%	22%
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 (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	1	4	-
	Achievement total	1	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	2	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	0	4	-
	High school completion total	2	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	6	8	10.0
Weighted total		2.4	10.7	-
Percentage of possible points		22%		-
2025 Annual criterion-referenced target percentage		22%

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	2	4	-
	Achievement total	2	12	47.5
Growth	English language arts growth	1	4	-
	Mathematics growth	3	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	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	-
	Advanced coursework completion	0	4	-
	Additional indicators total	4	8	10.0
Weighted total		3.9	10.7	-
Percentage of possible points		36%		-
2024 Annual criterion-referenced target percentage		36%

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	507.0	502.6	-4.4	508.5	202	0	Path Forward: Declined
Lowest Performing	485.4	482.6	-2.8	490.5	47	0	Path Forward: Declined
High Needs	489.6	487.9	-1.7	492.2	60	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	490.5	493.7	3.2	493.0	28	4	Path Forward: Exceeded Target
Students with Disabilities	484.5	481.4	-3.1	486.6	38	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.1	503.3	-4.8	510.0	147	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	511.9	508.8	-3.1	513.8	202	3	Path Forward: Met Target
Lowest Performing	488.0	483.6	-4.4	493.1	47	0	Path Forward: Declined
High Needs	492.9	490.9	-2.0	496.7	60	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	493.3	496.4	3.1	496.9	28	3	Path Forward: Met Target
Students with Disabilities	486.2	484.3	-1.9	488.9	38	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	512.2	508.7	-3.5	514.8	147	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	512.2	510.4	-1.8	515.3	194	3	Recovery Path: Met Target
Lowest Performing	485.8	487.4	1.6	489.0	45	2	Path Forward: Improved Below Target
High Needs	495.1	494.8	-0.3	498.9	53	1	Path Forward: No Change
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	497.5	502.8	5.3	500.8	24	4	Path Forward: Exceeded Target
Students with Disabilities	484.6	488.1	3.5	487.3	34	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	512.3	510.5	-1.8	515.2	144	3	Recovery Path: Met Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	43.2	192	2	Typical Growth - Low
Lowest Performing	46.0	47	2	Typical Growth - Low
High Needs	41.1	55	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	42.2	25	2	Typical Growth - Low
Students with Disabilities	37.5	36	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	14	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.1	142	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	53.7	192	3	Typical Growth - High
Lowest Performing	51.5	47	3	Typical Growth - High
High Needs	45.5	55	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	46.3	25	2	Typical Growth - Low
Students with Disabilities	43.5	36	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	14	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.8	142	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	94.4	95.6	1.2	95.0	249	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	86.2	88.8	2.6	89.7	80	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	81.7	88.2	6.5	85.7	51	4	Exceeded Target
Students with Disabilities	80.0	85.4	5.4	84.9	41	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	18	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.7	97.1	0.4	95.0	210	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.2	97.6	-0.6	95.0	252	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	96.5	93.6	-2.9	95.0	94	0	Declined
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	94.5	90.0	-4.5	95.0	60	0	Declined
Students with Disabilities	92.9	92.0	-0.9	95.0	50	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.7	98.1	-0.6	95.0	214	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.5	0.4	-0.1	1.0	940	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	1.1	1.6	0.5	1.0	247	0	Declined
English Learners and Former English Learners	-	-	-	-	21	-	-
Low Income	1.3	1.5	0.2	1.2	136	0	Declined
Students with Disabilities	1.4	1.4	0.0	1.3	143	1	No Change
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	74	-	-
Black or African American	-	-	-	-	41	-	-
Hispanic or Latino	-	-	-	-	69	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	28	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.3	0.3	0.0	1.0	726	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	8.8	8.3	-0.5	7.5	929	4	Exceeded Target
Lowest Performing	14.3	6.4	-7.9	9.5	47	4	Exceeded Target
High Needs	19.6	19.0	-0.6	17.3	279	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	43	-	-
Low Income	22.9	23.0	0.1	18.3	161	1	No Change
Students with Disabilities	17.4	16.8	-0.6	13.8	161	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	66	-	-
Black or African American	-	-	-	-	59	-	-
Hispanic or Latino	-	-	-	-	85	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	31	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.2	7.0	-0.2	5.8	684	4	Exceeded Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	61.3	92.1	30.8	64.6	482	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	33.1	75.7	42.6	38.4	140	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	37.8	76.8	39.0	44.5	82	4	Exceeded Target
Students with Disabilities	26.3	69.0	42.7	34.6	84	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	39	-	-
Black or African American	-	-	-	-	28	-	-
Hispanic or Latino	-	-	-	-	40	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	62.4	93.4	31.0	65.9	363	4	Exceeded 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	209	209	100	Yes	1	209	209	100	Yes	1	209	206	99	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	66	66	66	66	66	63	198	195	98	Yes	1
English Learners and Former English Learners	8	8	8	8	8	8	24	-	-	-	-
Low Income	33	33	33	33	33	31	99	97	98	Yes	1
Students with Disabilities	40	40	40	40	40	37	120	117	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	14	14	14	14	14	14	42	-	-	-	-
Black or African American	11	11	11	11	11	11	33	-	-	-	-
Hispanic or Latino	22	22	22	22	22	20	66	64	97	Yes	1
Multi-Race, Not Hispanic or Latino	14	14	14	14	14	14	42	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	148	148	148	148	148	147	444	443	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