Massachusetts School and District Profiles

Bay Path Regional Vocational Technical High School

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Schools

2025

2025 Official Accountability Report - Bay Path Regional Vocational Technical High School

Organization Information

DISTRICT NAME
Southern Worcester County Regional Vocational School District (08760000)

TITLE I STATUS
Title I School

SCHOOL
Bay Path Regional Vocational Technical High School (08760605)

GRADES SERVED
09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
49% - Moderate progress toward targets	58

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	64%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	49%
	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	-	1	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	1	12	47.5	3	12	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	6	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	-	2	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	3	8	10.0	2	4	10.0
Weighted total		4.5	10.7	-	3.6	10.3	-
Percentage of possible points		42%		-	35%		-
2025 Annual criterion-referenced target percentage		39%

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	3	4	-	4	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	4	4	-	2	4	-
	Achievement total	7	12	47.5	8	12	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	2	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	3	4	-	-	-	-
	High school completion total	11	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	5	8	10.0	0	4	10.0
Weighted total		6.9	10.7	-	6.5	10.3	-
Percentage of possible points		65%		-	63%		-
2024 Annual criterion-referenced target percentage		64%

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	51%	58%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	55%
	Substantial 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	2	4	-
	Mathematics achievement	1	4	-
	Science achievement	2	4	-
	Achievement total	5	12	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	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	0	4	-
	Advanced coursework completion	1	4	-
	Additional indicators total	1	8	10.0
Weighted total		6.2	10.7	-
Percentage of possible points		58%		-
2025 Annual criterion-referenced target percentage		58%

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	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	4	-
	Achievement total	4	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	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	4	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	4	8	10.0
Weighted total		5.4	10.7	-
Percentage of possible points		51%		-
2024 Annual criterion-referenced target percentage		51%

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	502.8	502.2	-0.6	504.9	299	0	Path Forward: Declined
Lowest Performing	485.2	484.7	-0.5	490.3	66	1	Path Forward: No Change
High Needs	495.7	496.2	0.5	499.0	134	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	497.6	497.3	-0.3	500.4	115	1	Path Forward: No Change
Students with Disabilities	482.5	483.2	0.7	485.1	36	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	495.8	496.4	0.6	497.8	53	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	503.4	503.1	-0.3	506.4	230	1	Path Forward: No Change

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	497.7	497.2	-0.5	500.5	299	1	Path Forward: No Change
Lowest Performing	481.1	482.3	1.2	486.2	66	2	Path Forward: Improved Below Target
High Needs	490.4	490.3	-0.1	494.5	134	1	Path Forward: No Change
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	491.8	491.4	-0.4	495.8	115	1	Path Forward: No Change
Students with Disabilities	481.6	478.7	-2.9	486.0	36	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	491.3	488.7	-2.6	496.4	53	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	498.6	498.7	0.1	501.5	230	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	499.3	498.6	-0.7	500.7	288	0	Recovery Path: Declined
Lowest Performing	480.6	479.3	-1.3	485.3	66	0	Path Forward: Declined
High Needs	491.1	491.2	0.1	493.9	130	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	492.1	491.8	-0.3	494.9	112	1	Path Forward: No Change
Students with Disabilities	484.2	478.7	-5.5	486.2	34	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	491.0	489.0	-2.0	493.7	52	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	500.6	500.4	-0.2	502.3	222	1	Recovery Path: No Change

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	56.8	279	3	Typical Growth - High
Lowest Performing	59.5	66	3	Typical Growth - High
High Needs	57.1	126	3	Typical Growth - High
English Learners and Former English Learners	-	5	-	-
Low Income	57.0	107	3	Typical Growth - High
Students with Disabilities	56.8	34	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	4	-	-
Hispanic or Latino	54.6	49	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	2	-	-
White	56.3	215	3	Typical Growth - High

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	52.3	280	3	Typical Growth - High
Lowest Performing	57.9	66	3	Typical Growth - High
High Needs	52.3	127	3	Typical Growth - High
English Learners and Former English Learners	-	6	-	-
Low Income	51.6	109	3	Typical Growth - High
Students with Disabilities	57.1	35	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	4	-	-
Hispanic or Latino	50.4	50	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	2	-	-
White	52.5	215	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.1	97.9	-0.2	95.0	282	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.2	96.9	-0.3	95.0	159	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	96.7	96.5	-0.2	95.0	144	4	Exceeded Target
Students with Disabilities	97.6	92.1	-5.5	95.0	38	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	96.8	100.0	3.2	95.0	33	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.2	97.8	-0.4	95.0	226	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.9	98.5	-0.4	95.0	270	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	99.3	97.2	-2.1	95.0	144	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	99.2	96.7	-2.5	95.0	123	4	Exceeded Target
Students with Disabilities	98.1	97.6	-0.5	95.0	42	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	100.0	96.8	-3.2	95.0	31	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.7	98.7	0.0	95.0	227	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.4	0.3	-0.1	1.0	1,193	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	1.0	0.6	-0.4	1.0	506	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	1.2	0.7	-0.5	1.1	407	4	Exceeded Target
Students with Disabilities	1.2	0.6	-0.6	1.1	158	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	0.7	0.6	-0.1	1.0	164	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	37	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.4	0.2	-0.2	1.0	966	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	9.6	11.1	1.5	7.3	1,189	3	Met Target
Lowest Performing	19.4	15.2	-4.2	13.6	66	2	Improved Below Target
High Needs	15.3	16.8	1.5	11.5	506	0	Declined
English Learners and Former English Learners	-	-	-	-	35	-	-
Low Income	16.6	18.8	2.2	11.5	410	0	Declined
Students with Disabilities	14.3	16.8	2.5	9.9	161	0	Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	19	-	-
Black or African American	-	-	-	-	26	-	-
Hispanic or Latino	12.7	13.4	0.7	8.7	217	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	9.0	10.8	1.8	6.5	911	3	Met Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	52.2	48.4	-3.8	56.3	564	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	34.7	34.5	-0.2	40.8	232	1	No Change
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	37.6	37.0	-0.6	44.4	189	1	No Change
Students with Disabilities	17.3	24.7	7.4	25.4	77	3	Met Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	44.4	40.0	-4.4	51.8	90	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	52.7	48.9	-3.8	56.8	444	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	299	299	100	Yes	1	299	299	100	Yes	1	299	298	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	134	134	134	134	134	133	402	401	100	Yes	1
English Learners and Former English Learners	6	6	6	6	6	6	18	-	-	-	-
Low Income	115	115	115	115	115	115	345	345	100	Yes	1
Students with Disabilities	36	36	36	36	36	35	108	107	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	7	7	7	7	7	6	21	-	-	-	-
Black or African American	5	5	5	5	5	5	15	-	-	-	-
Hispanic or Latino	53	53	53	53	53	53	159	159	100	Yes	1
Multi-Race, Not Hispanic or Latino	2	2	2	2	2	2	6	-	-	-	-
Native Hawaiian or Other Pacific Islander	2	2	2	2	2	2	6	-	-	-	-
White	230	230	230	230	230	230	690	690	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