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Beverly High
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2025 Official Accountability Report - Beverly High
Organization Information
DISTRICT NAME
Beverly (00300000)		TITLE I STATUS
Non-Title I School
SCHOOL
Beverly High (00300505)		GRADES SERVED
09,10,11,12
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
36% - Moderate progress toward targets48

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage60%20%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		36%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator All students
(High school grades)		 Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-04-
Mathematics achievement04-04-
Science achievement04-04-
Achievement total01240.001267.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6820.05822.5
High school completionFour-year cohort graduation rate04----
Extended engagement rate44----
Annual dropout rate34----
High school completion total71220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total1410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion24----
Additional indicators total2810.00410.0
Weighted total2.910.0-1.110.3-
Percentage of possible points 29%-11%-
2025 Annual criterion-referenced target percentage20%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All students
(High school grades)		 Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-44-
Mathematics achievement04-04-
Science achievement24-24-
Achievement total51240.061267.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6820.06822.5
High school completionFour-year cohort graduation rate34----
Extended engagement rate44----
Annual dropout rate34----
High school completion total101220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total4410.0---
Additional indicatorsChronic absenteeism34-44-
Advanced coursework completion44----
Additional indicators total7810.04410.0
Weighted total6.310.0-5.810.3-
Percentage of possible points 63%-56%-
2024 Annual criterion-referenced target percentage60%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
33

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage44%22%
Weight40%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)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01247.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
High school completionFour-year cohort graduation rate24-
Extended engagement rate24-
Annual dropout rate14-
High school completion total51220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion24-
Additional indicators total2810.0
Weighted total2.310.7-
Percentage of possible points 22%-
2025 Annual criterion-referenced target percentage22%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-
Mathematics achievement04-
Science achievement24-
Achievement total51247.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
High school completionFour-year cohort graduation rate24-
Extended engagement rate04-
Annual dropout rate04-
High school completion total21220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism24-
Advanced coursework completion44-
Additional indicators total6810.0
Weighted total4.710.7-
Percentage of possible points 44%-
2024 Annual criterion-referenced target percentage44%

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 504.6 498.5 -6.1 506.7 2900Path Forward: Declined
Lowest Performing 484.5 472.6 -11.9 489.6 580Path Forward: Declined
High Needs 491.3 486.1 -5.2 494.6 1270Path Forward: Declined
English Learners and Former English Learners---- 12--
Low Income 490.9 488.6 -2.3 493.7 900Path Forward: Declined
Students with Disabilities 481.9 478.0 -3.9 484.5 620Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 10--
Hispanic or Latino 490.2 486.9 -3.3 492.2 490Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 507.4 501.2 -6.2 510.4 2150Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 498.8 495.3 -3.5 501.0 2850Recovery Path: Declined
Lowest Performing 478.0 474.1 -3.9 483.1 580Path Forward: Declined
High Needs 485.1 483.9 -1.2 489.2 1240Path Forward: Declined
English Learners and Former English Learners---- 12--
Low Income 484.3 486.3 2.0 488.3 892Path Forward: Improved Below Target
Students with Disabilities 476.1 476.8 0.7 480.5 602Path Forward: Improved Below Target
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 10--
Hispanic or Latino 484.3 488.0 3.7 489.4 492Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander-------
White 502.1 497.2 -4.9 503.6 2110Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 503.8 499.1 -4.7 506.9 2740Recovery Path: Declined
Lowest Performing 481.0 476.6 -4.4 485.7 580Path Forward: Declined
High Needs 487.1 485.7 -1.4 489.5 1160Recovery Path: Declined
English Learners and Former English Learners---- 6--
Low Income 486.9 487.9 1.0 490.1 812Recovery Path: Improved Below Target
Students with Disabilities 476.6 479.1 2.5 479.2 593Recovery Path: Met Target
American Indian or Alaska Native---- 1--
Asian---- 2--
Black or African American---- 10--
Hispanic or Latino 487.0 489.6 2.6 491.3 442Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 507.2 501.7 -5.5 510.0 2050Recovery Path: Declined

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students 50.0 2613Typical Growth - High
Lowest Performing 49.6 582Typical Growth - Low
High Needs 47.6 1082Typical Growth - Low
English Learners and Former English Learners- 6--
Low Income 47.0 772Typical Growth - Low
Students with Disabilities 45.0 512Typical Growth - Low
American Indian or Alaska Native- 1--
Asian- 3--
Black or African American- 8--
Hispanic or Latino 44.3 442Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 10--
Native Hawaiian or Other Pacific Islander----
White 51.3 1953Typical Growth - High

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students 50.8 2573Typical Growth - High
Lowest Performing 51.8 583Typical Growth - High
High Needs 51.5 1063Typical Growth - High
English Learners and Former English Learners- 6--
Low Income 50.3 763Typical Growth - High
Students with Disabilities 50.9 503Typical Growth - High
American Indian or Alaska Native- 1--
Asian- 3--
Black or African American- 8--
Hispanic or Latino 56.3 443Typical Growth - High
Multi-Race, Not Hispanic or Latino- 9--
Native Hawaiian or Other Pacific Islander----
White 49.9 1922Typical Growth - Low

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 94.4 93.6 -0.8 95.0 2950Declined
Lowest Performing-------
High Needs 88.7 90.6 1.9 93.1 1592Improved Below Target
English Learners and Former English Learners---- 13--
Low Income 88.6 89.5 0.9 92.7 1432Improved Below Target
Students with Disabilities 83.3 90.6 7.3 90.6 533Met Target
American Indian or Alaska Native-------
Asian---- 10--
Black or African American---- 9--
Hispanic or Latino 79.5 94.6 15.1 84.0 564Exceeded Target
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 96.3 94.3 -2.0 95.0 2120Declined

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students 96.0 96.9 0.9 95.0 3204Exceeded Target
Lowest Performing-------
High Needs 92.8 93.7 0.9 95.0 1422Improved Below Target
English Learners and Former English Learners---- 10--
Low Income 91.5 93.9 2.4 95.0 1142Improved Below Target
Students with Disabilities 93.8 89.6 -4.2 95.0 480Declined
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 12--
Hispanic or Latino 90.9 86.4 -4.5 95.0 440Declined
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 97.7 98.4 0.7 95.0 2444Exceeded Target

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 1.0 1.0 0.0 1.0 1,2463Met Target
Lowest Performing-------
High Needs 2.2 2.2 0.0 2.0 5341No Change
English Learners and Former English Learners---- 47--
Low Income 2.6 3.0 0.4 2.3 4030Declined
Students with Disabilities 1.3 2.1 0.8 1.2 2350Declined
American Indian or Alaska Native---- 1--
Asian---- 28--
Black or African American---- 40--
Hispanic or Latino 2.3 1.3 -1.0 2.1 2344Exceeded Target
Multi-Race, Not Hispanic or Latino---- 42--
Native Hawaiian or Other Pacific Islander---- 1--
White 0.9 0.7 -0.2 1.0 9004Exceeded Target

Progress toward attaining English language proficiency - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 54.3 51.4 -2.9 59.8 371No Change
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 20.5 32.5 12.0 18.2 1,2170Declined
Lowest Performing 23.1 41.4 18.3 17.3 580Declined
High Needs 36.1 46.3 10.2 32.3 5440Declined
English Learners and Former English Learners---- 74--
Low Income 39.8 52.1 12.3 34.7 4200Declined
Students with Disabilities 41.0 42.9 1.9 36.6 2520Declined
American Indian or Alaska Native---- 1--
Asian---- 26--
Black or African American---- 46--
Hispanic or Latino 33.1 48.9 15.8 29.1 2250Declined
Multi-Race, Not Hispanic or Latino---- 46--
Native Hawaiian or Other Pacific Islander-------
White 17.1 28.2 11.1 14.6 8730Declined

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 61.5 63.3 1.8 65.6 5962Improved Below Target
Lowest Performing-------
High Needs 37.4 38.2 0.8 43.5 2412Improved Below Target
English Learners and Former English Learners---- 31--
Low Income 39.5 45.2 5.7 46.3 1862Improved Below Target
Students with Disabilities 22.3 15.2 -7.1 30.4 1050Declined
American Indian or Alaska Native-------
Asian---- 15--
Black or African American---- 23--
Hispanic or Latino 39.1 42.9 3.8 46.5 1052Improved Below Target
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 67.6 68.1 0.5 71.7 4362Improved Below Target

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 302 29598Yes 1 302 29096Yes 1 302 29899Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 137 131 137 128 137 134 411 39396Yes1
English Learners and Former English Learners 13 13 13 13 13 13 39----
Low Income 98 94 98 93 98 96 294 28396Yes1
Students with Disabilities 67 63 67 61 67 64 201 18895Yes2
American Indian or Alaska Native 1 1 1 1 1 1 3----
Asian 4 3 4 3 4 3 12----
Black or African American 11 10 11 10 11 11 33----
Hispanic or Latino 53 52 53 52 53 53 159 15799Yes1
Multi-Race, Not Hispanic or Latino 13 13 13 12 13 13 39----
Native Hawaiian or Other Pacific Islander-----------
White 220 216 220 212 220 217 660 64598Yes1


About this report

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.


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