Massachusetts School and District Profiles

Dighton-Rehoboth Regional High School

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Schools

2025

2025 Official Accountability Report - Dighton-Rehoboth Regional High School

Organization Information

DISTRICT NAME
Dighton-Rehoboth (06500000)

TITLE I STATUS
Non-Title I School

SCHOOL
Dighton-Rehoboth Regional High School (06500505)

GRADES SERVED
PK,09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Students with Disabilities

Progress toward improvement targets	Accountability percentile
41% - Moderate progress toward targets	56

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	66%	24%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	41%
	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	4	4	-	0	4	-
	Achievement total	4	12	47.5	0	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	5	8	22.5	3	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	6	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	2	8	10.0	0	4	10.0
Weighted total		4.4	10.7	-	0.7	10.3	-
Percentage of possible points		41%		-	7%		-
2025 Annual criterion-referenced target percentage		24%

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	2	4	-	2	4	-
	Mathematics achievement	0	4	-	3	4	-
	Science achievement	2	4	-	4	4	-
	Achievement total	4	12	47.5	9	12	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	8	8	22.5	8	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	-	2	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	5	8	10.0	2	4	10.0
Weighted total		5.6	10.7	-	8.1	10.3	-
Percentage of possible points		52%		-	79%		-
2024 Annual criterion-referenced target percentage		66%

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	29%	33%
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		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	3	4	-
	Achievement total	3	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	4	-
	Growth total	3	8	22.5
High school completion	Four-year cohort graduation rate	3	4	-
	Extended engagement rate	0	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	0	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	0	8	10.0
Weighted total		3.5	10.7	-
Percentage of possible points		33%		-
2025 Annual criterion-referenced target percentage		33%

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	4	4	-
	Mathematics growth	3	4	-
	Growth total	7	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	3	4	-
	Annual dropout rate	2	4	-
	High school completion total	5	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	1	4	-
	Additional indicators total	5	8	10.0
Weighted total		3.1	10.7	-
Percentage of possible points		29%		-
2024 Annual criterion-referenced target percentage		29%

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	514.2	504.4	-9.8	515.7	131	0	Path Forward: Declined
Lowest Performing	489.1	478.8	-10.3	494.2	28	0	Path Forward: Declined
High Needs	499.5	488.7	-10.8	502.1	37	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	506.8	495.3	-11.5	509.3	23	0	Path Forward: Declined
Students with Disabilities	490.7	481.0	-9.7	492.8	22	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	515.0	504.5	-10.5	517.1	113	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	503.6	497.5	-6.1	505.5	127	0	Recovery Path: Declined
Lowest Performing	485.0	476.3	-8.7	490.1	28	0	Path Forward: Declined
High Needs	491.6	484.2	-7.4	495.4	35	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	495.5	486.5	-9.0	499.1	22	0	Path Forward: Declined
Students with Disabilities	484.0	478.2	-5.8	486.7	20	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.9	497.9	-7.0	507.5	109	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	503.5	507.5	4.0	506.5	124	4	Recovery Path: Exceeded Target
Lowest Performing	485.3	484.7	-0.6	488.5	28	0	Path Forward: Declined
High Needs	492.6	496.6	4.0	496.4	33	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	494.6	501.9	7.3	497.9	20	4	Path Forward: Exceeded Target
Students with Disabilities	487.0	492.5	5.5	489.9	20	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.1	507.1	3.0	506.8	110	3	Recovery Path: Met Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	56.8	119	3	Typical Growth - High
Lowest Performing	40.7	28	2	Typical Growth - Low
High Needs	49.1	31	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	54.0	20	3	Typical Growth - High
Students with Disabilities	-	17	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	4	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.1	103	3	Typical Growth - High

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	43.2	116	2	Typical Growth - Low
Lowest Performing	31.3	28	1	Low Growth
High Needs	38.6	31	1	Low Growth
English Learners and Former English Learners	-	1	-	-
Low Income	40.2	20	2	Typical Growth - Low
Students with Disabilities	-	17	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	4	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.6	100	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	89.4	90.7	1.3	91.4	172	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	76.1	79.5	3.4	79.6	73	3	Met Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	74.6	80.0	5.4	78.6	65	4	Exceeded Target
Students with Disabilities	-	-	-	-	30	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	89.5	91.1	1.6	91.3	146	3	Met Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	95.6	92.9	-2.7	95.0	170	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	90.1	82.1	-8.0	93.2	67	0	Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	89.1	81.4	-7.7	92.7	59	0	Declined
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	95.9	93.5	-2.4	95.0	153	0	Declined

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.8	1.1	-0.7	1.6	631	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	5.4	2.8	-2.6	4.9	211	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	7.1	0.7	-6.4	6.4	143	4	Exceeded Target
Students with Disabilities	4.7	5.5	0.8	4.2	110	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	36	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	30	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	1.7	0.9	-0.8	1.5	538	4	Exceeded 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	21.8	26.6	4.8	20.5	609	0	Declined
Lowest Performing	31.3	39.3	8.0	26.5	28	0	Declined
High Needs	33.6	41.1	7.5	31.3	207	0	Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	36.2	48.1	11.9	31.6	135	0	Declined
Students with Disabilities	39.2	41.0	1.8	35.6	117	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	-	-	-	-	46	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	21.0	27.8	6.8	19.6	511	0	Declined

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	54.3	54.5	0.2	57.6	319	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	34.2	31.3	-2.9	39.5	112	0	Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	39.1	37.5	-1.6	45.8	72	0	Declined
Students with Disabilities	12.7	17.5	4.8	21.0	57	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	22	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	54.2	56.9	2.7	57.7	267	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	141	137	97	Yes	1	141	133	96	Yes	2	141	141	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	42	40	42	38	42	42	126	120	95	Yes	1
English Learners and Former English Learners	2	2	2	2	2	2	6	-	-	-	-
Low Income	27	26	27	25	27	27	81	78	96	Yes	1
Students with Disabilities	24	23	24	21	24	24	72	68	94	No	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	4	4	12	-	-	-	-
Black or African American	5	5	5	5	5	5	15	-	-	-	-
Hispanic or Latino	6	6	6	6	6	6	18	-	-	-	-
Multi-Race, Not Hispanic or Latino	5	5	5	5	5	5	15	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	121	117	121	113	121	121	363	351	97	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