Massachusetts School and District Profiles

Smith Vocational and Agricultural High

Districts
Schools

2025

2025 Official Accountability Report - Smith Vocational and Agricultural High

Organization Information

DISTRICT NAME
Northampton-Smith Vocational Agricultural (04060000)

TITLE I STATUS
Title I School

SCHOOL
Smith Vocational and Agricultural High (04060705)

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
32% - Moderate progress toward targets	25

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	50%	20%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	32%
	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	0	4	-	0	4	-
	Achievement total	0	12	47.5	0	12	67.5
Growth	English language arts growth	1	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	3	8	22.5	4	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	4	4	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	6	8	10.0	4	4	10.0
Weighted total		2.9	10.7	-	1.3	10.3	-
Percentage of possible points		27%		-	13%		-
2025 Annual criterion-referenced target percentage		20%

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	4	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	1	4	-
	Achievement total	4	12	47.5	5	12	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	6	8	22.5	7	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	3	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	4	4	-	4	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	4	8	10.0	4	4	10.0
Weighted total		5.1	10.7	-	5.4	10.3	-
Percentage of possible points		48%		-	52%		-
2024 Annual criterion-referenced target percentage		50%

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	35%	26%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	30%
	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	0	4	-
	Achievement total	0	12	47.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	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	3	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	5	8	10.0
Weighted total		2.8	10.7	-
Percentage of possible points		26%		-
2025 Annual criterion-referenced target percentage		26%

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	0	4	-
	Achievement total	2	12	47.5
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	0	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	4	4	-
	High school completion total	4	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		3.7	10.7	-
Percentage of possible points		35%		-
2024 Annual criterion-referenced target percentage		35%

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	494.2	484.9	-9.3	495.5	148	0	Recovery Path: Declined
Lowest Performing	476.2	470.5	-5.7	481.3	35	0	Path Forward: Declined
High Needs	489.2	481.3	-7.9	492.5	98	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	490.8	481.2	-9.6	493.6	60	0	Path Forward: Declined
Students with Disabilities	484.0	476.2	-7.8	486.6	55	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.6	485.7	-9.9	498.6	117	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	493.0	485.3	-7.7	495.8	149	0	Path Forward: Declined
Lowest Performing	482.0	471.5	-10.5	487.1	35	0	Path Forward: Declined
High Needs	489.1	480.6	-8.5	493.2	99	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	490.8	483.1	-7.7	494.8	60	0	Path Forward: Declined
Students with Disabilities	484.4	473.7	-10.7	488.8	56	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.6	486.5	-7.1	496.5	118	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	495.9	482.4	-13.5	497.9	145	0	Path Forward: Declined
Lowest Performing	478.8	463.2	-15.6	483.5	35	0	Path Forward: Declined
High Needs	490.9	478.4	-12.5	493.7	96	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	493.2	481.7	-11.5	496.0	58	0	Path Forward: Declined
Students with Disabilities	484.1	469.3	-14.8	487.2	55	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.4	484.0	-13.4	499.7	116	0	Path Forward: Declined

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	37.2	143	1	Low Growth
Lowest Performing	48.5	35	2	Typical Growth - Low
High Needs	38.5	95	1	Low Growth
English Learners and Former English Learners	-	8	-	-
Low Income	30.7	57	1	Low Growth
Students with Disabilities	44.8	54	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	1	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	37.6	113	1	Low Growth

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	47.8	141	2	Typical Growth - Low
Lowest Performing	49.8	35	2	Typical Growth - Low
High Needs	46.6	94	2	Typical Growth - Low
English Learners and Former English Learners	-	8	-	-
Low Income	46.3	56	2	Typical Growth - Low
Students with Disabilities	43.4	53	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	1	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.6	112	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	92.1	98.4	6.3	94.6	128	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	90.1	98.9	8.8	94.5	89	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	86.9	98.5	11.6	91.0	66	4	Exceeded Target
Students with Disabilities	86.2	98.0	11.8	93.5	49	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	94.1	99.1	5.0	95.0	110	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	94.8	92.8	-2.0	95.0	139	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	93.5	91.0	-2.5	95.0	111	0	Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	94.8	88.1	-6.7	95.0	84	0	Declined
Students with Disabilities	91.8	87.7	-4.1	95.0	65	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	94.9	94.1	-0.8	95.0	119	0	Declined

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.9	0.0	-0.9	1.0	569	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.8	0.0	-0.8	1.0	350	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	1.3	0.0	-1.3	1.2	216	4	Exceeded Target
Students with Disabilities	0.9	0.0	-0.9	1.0	214	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	72	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	0.9	0.0	-0.9	1.0	467	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	10.4	8.8	-1.6	8.1	588	4	Exceeded Target
Lowest Performing	0.0	5.7	5.7	1.0	35	4	Exceeded Target
High Needs	12.2	12.2	0.0	8.4	353	3	Met Target
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	14.0	15.9	1.9	8.9	232	0	Declined
Students with Disabilities	16.0	11.4	-4.6	11.6	201	3	Met Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	80	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	8.5	5.8	-2.7	6.0	479	4	Exceeded Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	46.0	48.6	2.6	50.1	284	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	34.1	36.4	2.3	40.2	176	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	38.7	37.2	-1.5	45.5	113	0	Declined
Students with Disabilities	19.8	26.9	7.1	27.9	108	3	Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	39	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	48.9	49.6	0.7	53.0	234	2	Improved Below 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	148	148	100	Yes	1	149	149	100	Yes	1	149	149	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	98	98	99	99	99	99	296	296	100	Yes	1
English Learners and Former English Learners	8	8	8	8	8	8	24	-	-	-	-
Low Income	60	60	60	60	60	60	180	180	100	Yes	1
Students with Disabilities	55	55	56	56	56	56	167	167	100	Yes	1
American Indian or Alaska Native	2	2	2	2	2	2	6	-	-	-	-
Asian	1	1	1	1	1	1	3	-	-	-	-
Black or African American	2	2	2	2	2	2	6	-	-	-	-
Hispanic or Latino	19	19	19	19	19	19	57	-	-	-	-
Multi-Race, Not Hispanic or Latino	7	7	7	7	7	7	21	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	117	117	118	118	118	118	353	353	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