Massachusetts School and District Profiles

Tahanto Regional High

Districts
Schools

2025

2025 Official Accountability Report - Tahanto Regional High

Organization Information

DISTRICT NAME
Berlin-Boylston (06200000)

TITLE I STATUS
Title I School

SCHOOL
Tahanto Regional High (06200505)

GRADES SERVED
06,07,08,09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
81% - Meeting or exceeding targets	94

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	85%	78%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	81%
	Meeting or exceeding 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	3	4	-	4	4	-	4	4	-	-	-	-
	Mathematics achievement	3	4	-	3	4	-	4	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	4	4	-	-	-	-
	Achievement total	6	12	67.5	7	8	67.5	12	12	47.5	-	-	-
Growth	English language arts growth	3	4	-	3	4	-	4	4	-	-	-	-
	Mathematics growth	3	4	-	3	4	-	4	4	-	-	-	-
	Growth total	6	8	22.5	6	8	22.5	8	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	4	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	0	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	-	0	4	-	2	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	2	4	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0	4	8	10.0	-	-	-
Weighted total		5.4	10.3	-	6.1	7.6	-	9.5	10.7	-	-	-	-
Percentage of possible points		52%		-	80%		-	89%		-	-		-
Percentage of possible points by gradespan		66% Weight of non-high school results:48%						89% Weight of high school results:52%
2025 Annual criterion-referenced target percentage		78%

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	3	4	-	4	4	-	4	4	-	3	4	-
	Mathematics achievement	3	4	-	4	4	-	3	4	-	4	4	-
	Science achievement	4	4	-	-	-	-	4	4	-	4	4	-
	Achievement total	10	12	67.5	8	8	67.5	11	12	47.5	11	12	67.5
Growth	English language arts growth	3	4	-	3	4	-	2	4	-	2	4	-
	Mathematics growth	4	4	-	4	4	-	3	4	-	2	4	-
	Growth total	7	8	22.5	7	8	22.5	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	-	-	-	-	-	-	3	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	-	1	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0	1	8	10.0	4	4	10.0
Weighted total		8.7	10.3	-	7.4	7.6	-	7.9	10.7	-	8.7	10.3	-
Percentage of possible points		85%		-	97%		-	74%		-	85%		-
Percentage of possible points by gradespan		91% Weight of non-high school results:48%						79% Weight of high school results:52%
2024 Annual criterion-referenced target percentage		85%

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	50%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	27%
	Moderate 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	0	4	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	-	-	-
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	-	-	-	-	-	-
	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		1.1	10.3	-	-	-	-
Percentage of possible points		11%		-	-		-
Percentage of possible points by gradespan		11% Weight of non-high school results:100%			- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		11%

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	2	4	-	3	4	-
	Mathematics achievement	2	4	-	0	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	7	12	67.5	3	8	70.0
Growth	English language arts growth	3	4	-	-	-	-
	Mathematics growth	4	4	-	-	-	-
	Growth total	7	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	4	4	-
	Annual dropout rate	-	-	-	0	4	-
	High school completion total	-	-	-	4	8	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		6.7	10.3	-	2.9	8.0	-
Percentage of possible points		65%		-	36%		-
Percentage of possible points by gradespan		65% Weight of non-high school results:48%			36% Weight of high school results:52%
2024 Annual criterion-referenced target percentage		50%

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	505.1	505.9	0.8	506.5	241	3	Path Forward: Met Target
Lowest Performing	472.2	480.6	8.4	476.8	39	4	Recovery Path: Exceeded Target
High Needs	490.8	487.6	-3.2	493.1	82	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	497.1	491.2	-5.9	499.2	44	0	Path Forward: Declined
Students with Disabilities	483.2	481.7	-1.5	485.6	50	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.9	506.3	0.4	507.4	197	3	Path Forward: Met 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	520.5	519.3	-1.2	521.5	67	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	-	-	-	-	16	-	-
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	12	-	-
Students with Disabilities	-	-	-	-	5	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	521.7	521.7	0.0	523.0	54	4	Path Forward: 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	506.7	506.2	-0.5	508.2	241	3	Path Forward: Met Target
Lowest Performing	480.2	483.7	3.5	484.2	39	3	Recovery Path: Met Target
High Needs	495.1	492.7	-2.4	497.6	82	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	498.1	494.2	-3.9	500.5	44	0	Path Forward: Declined
Students with Disabilities	489.4	486.1	-3.3	492.6	50	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.9	506.3	-0.6	508.6	197	3	Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	510.7	515.7	5.0	512.0	67	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	-	-	-	-	16	-	-
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	12	-	-
Students with Disabilities	-	-	-	-	5	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.7	518.1	7.4	511.8	54	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	510.2	502.4	-7.8	511.8	80	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	26	-	-
High Needs	496.1	489.5	-6.6	499.6	28	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.7	502.2	-9.5	513.9	66	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	520.1	513.0	-7.1	521.1	65	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	-	-	-	-	14	-	-
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	11	-	-
Students with Disabilities	-	-	-	-	4	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	520.5	514.6	-5.9	521.8	54	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	50.6	234	3	Typical Growth - High
Lowest Performing	51.7	39	3	Typical Growth - High
High Needs	46.9	76	2	Typical Growth - Low
English Learners and Former English Learners	-	17	-	-
Low Income	47.8	40	2	Typical Growth - Low
Students with Disabilities	47.1	45	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	10	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.0	194	3	Typical Growth - High

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	69.6	63	4	Exceeded Typical Growth
Lowest Performing	-	19	-	-
High Needs	-	13	-	-
English Learners and Former English Learners	-	2	-	-
Low Income	-	10	-	-
Students with Disabilities	-	4	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	69.6	52	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	56.6	236	3	Typical Growth - High
Lowest Performing	57.8	39	3	Typical Growth - High
High Needs	54.9	78	3	Typical Growth - High
English Learners and Former English Learners	-	18	-	-
Low Income	57.5	42	3	Typical Growth - High
Students with Disabilities	52.7	46	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	10	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.4	195	3	Typical Growth - High

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	67.7	63	4	Exceeded Typical Growth
Lowest Performing	-	19	-	-
High Needs	-	13	-	-
English Learners and Former English Learners	-	2	-	-
Low Income	-	10	-	-
Students with Disabilities	-	4	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	68.1	52	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	93.8	97.4	3.6	94.9	77	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	28	-	-
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	25	-	-
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	92.3	100.0	7.7	93.4	59	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.6	93.8	-4.8	95.0	65	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	19	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.5	92.3	-6.2	95.0	52	0	Declined

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.7	0.0	-0.7	1.0	287	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	85	-	-
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	53	-	-
Students with Disabilities	-	-	-	-	37	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	22	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	0.9	0.0	-0.9	1.0	227	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	6.3	10.0	3.7	5.2	249	0	Declined
Lowest Performing	9.5	15.4	5.9	6.2	39	0	Declined
High Needs	8.7	14.6	5.9	6.6	89	0	Declined
English Learners and Former English Learners	-	-	-	-	22	-	-
Low Income	11.7	16.3	4.6	7.4	49	0	Declined
Students with Disabilities	10.0	13.5	3.5	7.5	52	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.1	9.4	4.3	3.9	203	0	Declined

Chronic absenteeism - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	14.2	14.0	-0.2	13.1	279	2	Improved Below Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	-	-	-	-	76	-	-
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	-	-	-	-	53	-	-
Students with Disabilities	-	-	-	-	33	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	25	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	11.5	9.9	-1.6	10.1	212	3	Met Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	69.6	70.2	0.6	71.7	131	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	37	-	-
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	25	-	-
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	72.1	73.8	1.7	74.6	103	3	Met 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	314	313	100	Yes	1	314	312	99	Yes	1	151	150	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	104	103	104	102	48	47	256	252	98	Yes	1
English Learners and Former English Learners	25	25	25	24	10	9	60	58	97	Yes	1
Low Income	59	59	59	59	27	27	145	145	100	Yes	1
Students with Disabilities	58	57	58	57	26	26	142	140	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	13	13	13	13	4	4	30	-	-	-	-
Black or African American	5	5	5	5	2	2	12	-	-	-	-
Hispanic or Latino	24	24	24	23	12	11	60	58	97	Yes	1
Multi-Race, Not Hispanic or Latino	19	19	19	19	12	12	50	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	253	252	253	252	121	121	627	625	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