Massachusetts School and District Profiles

Fenway High School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Fenway High School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Fenway High School (00350540)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
48% - Moderate progress toward targets	34

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	30%	60%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	48%
	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	4	4	-	-	-	-
	Mathematics achievement	3	4	-	-	-	-
	Science achievement	2	4	-	-	-	-
	Achievement total	9	12	40.0	-	-	-
Growth	English language arts growth	3	4	-	-	-	-
	Mathematics growth	4	4	-	-	-	-
	Growth total	7	8	20.0	-	-	-
High school completion	Four-year cohort graduation rate	2	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	2	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	-	-	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	6	8	10.0	-	-	-
Weighted total		6.0	10.0	-	-	-	-
Percentage of possible points		60%		-	-		-
2026 Annual criterion-referenced target percentage		60%

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	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	40.0	-	-	-
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	4	4	-	-	-	-
	Growth total	6	8	20.0	-	-	-
High school completion	Four-year cohort graduation rate	1	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	5	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	-	-	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	4	8	10.0	-	-	-
Weighted total		3.0	10.0	-	-	-	-
Percentage of possible points		30%		-	-		-
2025 Annual criterion-referenced target percentage		30%

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	24%	55%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	43%
	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	2	4	-
	Science achievement	1	4	-
	Achievement total	7	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	0	4	-
	Annual dropout rate	0	4	-
	High school completion total	2	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	6	8	10.0
Weighted total		5.9	10.7	-
Percentage of possible points		55%		-
2026 Annual criterion-referenced target percentage		55%

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	0	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	3	4	-
	High school completion total	3	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		2.6	10.7	-
Percentage of possible points		24%		-
2025 Annual criterion-referenced target percentage		24%

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	484.2	491.6	7.4	486.3	85	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	16	-	-
High Needs	484.5	489.3	4.8	487.8	75	4	Path Forward: Exceeded Target
English Learners and Former English Learners	480.3	481.1	0.8	483.2	29	2	Path Forward: Improved Below Target
Low Income	483.5	489.7	6.2	486.3	70	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	479.6	495.1	15.5	484.2	22	4	Path Forward: Exceeded Target
Hispanic or Latino	487.1	487.1	0.0	489.1	50	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	8	-	-

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	486.5	489.0	2.5	489.3	85	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	16	-	-
High Needs	486.9	487.1	0.2	491.0	75	2	Path Forward: Improved Below Target
English Learners and Former English Learners	481.9	481.3	-0.6	487.0	29	0	Path Forward: Declined
Low Income	487.0	487.6	0.6	491.0	70	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	481.4	493.5	12.1	486.1	22	4	Path Forward: Exceeded Target
Hispanic or Latino	488.4	484.5	-3.9	493.5	50	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	8	-	-

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	480.7	482.9	2.2	484.1	74	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	16	-	-
High Needs	481.5	481.0	-0.5	485.1	64	1	Recovery Path: No Change
English Learners and Former English Learners	479.8	477.7	-2.1	484.6	25	0	Recovery Path: Declined
Low Income	481.9	481.7	-0.2	485.5	59	1	Recovery Path: No Change
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	481.4	477.1	-4.3	485.6	44	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	8	-	-

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.7	75	3	Typical Growth - High
Lowest Performing	-	16	-	-
High Needs	55.7	65	3	Typical Growth - High
English Learners and Former English Learners	62.5	23	4	Exceeded Typical Growth
Low Income	55.5	61	3	Typical Growth - High
Students with Disabilities	-	17	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	1	-	-
Black or African American	-	19	-	-
Hispanic or Latino	56.5	45	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	7	-	-

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	64.1	76	4	Exceeded Typical Growth
Lowest Performing	-	16	-	-
High Needs	64.0	66	4	Exceeded Typical Growth
English Learners and Former English Learners	61.5	24	4	Exceeded Typical Growth
Low Income	64.3	62	4	Exceeded Typical Growth
Students with Disabilities	-	17	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	-	19	-	-
Hispanic or Latino	64.6	45	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	7	-	-

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	85.2	86.8	1.6	87.7	76	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	84.9	85.7	0.8	89.3	70	2	Improved Below Target
English Learners and Former English Learners	81.5	80.8	-0.7	89.4	26	0	Declined
Low Income	84.3	86.8	2.5	88.4	68	2	Improved Below Target
Students with Disabilities	-	-	-	-	22	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	87.5	81.5	-6.0	94.7	27	0	Declined
Hispanic or Latino	86.0	92.9	6.9	90.5	42	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	2	-	-

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	92.3	87.7	-4.6	94.4	81	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	93.0	87.7	-5.3	95.0	73	0	Declined
English Learners and Former English Learners	100.0	88.9	-11.1	95.0	27	0	Declined
Low Income	92.8	87.1	-5.7	95.0	70	0	Declined
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	86.7	87.5	0.8	90.4	24	2	Improved Below Target
Hispanic or Latino	94.1	90.0	-4.1	95.0	50	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	2	-	-

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.4	2.0	0.6	1.2	356	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	1.6	1.7	0.1	1.4	295	0	Declined
English Learners and Former English Learners	1.1	4.1	3.0	1.0	73	0	Declined
Low Income	1.5	0.8	-0.7	1.3	261	4	Exceeded Target
Students with Disabilities	-	-	-	-	82	-	-
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	10	-	-
Black or African American	2.8	1.9	-0.9	2.5	104	4	Exceeded Target
Hispanic or Latino	0.9	1.4	0.5	1.0	209	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	25	-	-

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	37.5	29.3	-8.2	39.0	58	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	37.5	29.3	-8.2	39.0	58	0	Declined
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	26.8	21.9	-4.9	24.5	343	4	Exceeded Target
Lowest Performing	-	-	-	-	16	-	-
High Needs	28.9	24.1	-4.8	25.1	295	4	Exceeded Target
English Learners and Former English Learners	26.0	21.6	-4.4	21.8	125	3	Met Target
Low Income	30.1	25.3	-4.8	25.0	261	3	Met Target
Students with Disabilities	-	-	-	-	81	-	-
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	12	-	-
Black or African American	28.3	20.8	-7.5	25.2	96	4	Exceeded Target
Hispanic or Latino	26.3	21.6	-4.7	22.3	199	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	25	-	-

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	73.3	75.6	2.3	77.4	172	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	71.9	74.3	2.4	78.0	140	2	Improved Below Target
English Learners and Former English Learners	57.5	64.7	7.2	64.2	51	3	Met Target
Low Income	72.2	77.9	5.7	79.0	122	2	Improved Below Target
Students with Disabilities	-	-	-	-	37	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	73.3	70.6	-2.7	82.3	51	0	Declined
Hispanic or Latino	75.5	80.0	4.5	82.9	100	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	11	-	-

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	88	87	99	Yes	1	88	87	99	Yes	1	88	86	98	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	78	77	78	77	78	76	234	230	98	Yes	1
English Learners and Former English Learners	31	31	31	31	31	30	93	92	99	Yes	1
Low Income	73	72	73	72	73	71	219	215	98	Yes	1
Students with Disabilities	22	21	22	21	22	20	66	62	97	Yes	2
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	2	2	2	2	2	2	6	-	-	-	-
Black or African American	23	22	23	22	23	22	69	66	96	Yes	1
Hispanic or Latino	52	52	52	52	52	51	156	155	99	Yes	1
Multi-Race, Not Hispanic or Latino	2	2	2	2	2	2	6	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	8	8	8	8	8	8	24	-	-	-	-

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