Massachusetts School and District Profiles

Belchertown High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Belchertown High

Organization Information

DISTRICT NAME
Belchertown (00240000)

TITLE I STATUS
Non-Title I School

SCHOOL
Belchertown High (00240505)

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
44% - Moderate progress toward targets	69

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	38%	48%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	44%
	Moderate progress toward targets

2026 Points awarded

2026 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	-	1	4	-
	Mathematics achievement	2	4	-	1	4	-
	Science achievement	3	4	-	0	4	-
	Achievement total	8	12	47.5	2	12	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	7	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	2	4	-	-	-	-
	High school completion total	6	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		6.8	10.7	-	3.3	10.3	-
Percentage of possible points		64%		-	32%		-
2026 Annual criterion-referenced target percentage		48%

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	2	4	-	0	4	-
	Science achievement	3	4	-	0	4	-
	Achievement total	5	12	47.5	0	12	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	22.5	8	8	22.5
High school completion	Four-year cohort graduation rate	3	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	2	4	-	-	-	-
	High school completion total	9	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	3	8	10.0	2	4	10.0
Weighted total		6.1	10.7	-	2.0	10.3	-
Percentage of possible points		57%		-	19%		-
2025 Annual criterion-referenced target percentage		38%

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

	2025	2026
Annual criterion-referenced target percentage	35%	51%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	45%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-
	Mathematics achievement	1	4	-
	Science achievement	2	4	-
	Achievement total	7	12	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	0	4	-
	High school completion total	4	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	2	8	10.0
Weighted total		5.5	10.7	-
Percentage of possible points		51%		-
2026 Annual criterion-referenced target percentage		51%

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	3	4	-
	Mathematics growth	4	4	-
	Growth total	7	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	10	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	1	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	1	8	10.0
Weighted total		3.7	10.7	-
Percentage of possible points		35%		-
2025 Annual criterion-referenced target percentage		35%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	506.0	508.6	2.6	508.2	135	3	Recovery Path: Met Target
Lowest Performing	490.1	490.1	0.0	493.7	30	1	Path Forward: No Change
High Needs	487.9	494.8	6.9	489.6	31	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.2	509.0	1.8	509.3	117	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	503.3	503.6	0.3	505.2	136	2	Recovery Path: Improved Below Target
Lowest Performing	481.7	481.7	0.0	485.0	30	1	Path Forward: No Change
High Needs	487.7	487.6	-0.1	490.4	31	1	Recovery Path: No Change
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.5	503.5	-1.0	506.3	118	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	508.4	509.0	0.6	509.4	131	3	Path Forward: Met Target
Lowest Performing	487.6	481.9	-5.7	490.2	29	0	Path Forward: Declined
High Needs	493.4	493.7	0.3	495.3	29	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.6	507.5	-1.1	509.9	114	3	Path Forward: Met Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.8	128	3	Typical Growth - High
Lowest Performing	61.9	30	4	Exceeded Typical Growth
High Needs	51.5	30	3	Typical Growth - High
English Learners and Former English Learners	-	1	-	-
Low Income	-	16	-	-
Students with Disabilities	-	17	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	4	-	-
Hispanic or Latino	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.8	113	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.2	129	3	Typical Growth - High
Lowest Performing	51.7	30	3	Typical Growth - High
High Needs	42.8	30	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	-	16	-	-
Students with Disabilities	-	17	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	4	-	-
Hispanic or Latino	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.0	114	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	93.2	89.7	-3.5	94.3	146	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	83.6	76.8	-6.8	86.7	56	0	Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	41	-	-
Students with Disabilities	-	-	-	-	28	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	93.0	91.0	-2.0	94.1	122	0	Declined

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	95.6	97.5	1.9	95.0	162	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	89.2	94.0	4.8	91.8	67	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	52	-	-
Students with Disabilities	-	-	-	-	28	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	96.9	97.9	1.0	95.0	142	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.5	1.4	-0.1	1.3	565	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	3.2	4.1	0.9	2.8	170	0	Declined
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	-	-	-	-	113	-	-
Students with Disabilities	-	-	-	-	90	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	-	-	-	-	44	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	1.6	1.3	-0.3	1.4	477	3	Met Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	21.6	19.3	-2.3	20.5	555	4	Exceeded Target
Lowest Performing	26.9	13.3	-13.6	22.9	30	4	Exceeded Target
High Needs	35.0	36.6	1.6	31.9	161	0	Declined
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	-	-	-	-	112	-	-
Students with Disabilities	-	-	-	-	85	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	-	-	-	-	44	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	19.9	19.2	-0.7	18.5	468	2	Improved Below Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	71.1	67.9	-3.2	73.2	262	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	37.3	42.0	4.7	43.3	81	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	-	-	-	-	59	-	-
Students with Disabilities	-	-	-	-	36	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	74.3	71.3	-3.0	76.8	223	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	137	136	99	Yes	1	137	137	100	Yes	1	136	135	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	32	32	32	32	31	31	95	95	100	Yes	1
English Learners and Former English Learners	1	1	1	1	1	1	3	-	-	-	-
Low Income	17	17	17	17	17	17	51	-	-	-	-
Students with Disabilities	18	18	18	18	17	17	53	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	3	3	3	3	3	3	9	-	-	-	-
Black or African American	5	5	5	5	5	5	15	-	-	-	-
Hispanic or Latino	7	7	7	7	7	7	21	-	-	-	-
Multi-Race, Not Hispanic or Latino	3	3	3	3	3	3	9	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	119	118	119	119	118	117	356	354	99	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