Massachusetts School and District Profiles

Needham High

Districts
Schools

2025

2025 Official Accountability Report - Needham High

Organization Information

DISTRICT NAME
Needham (01990000)

TITLE I STATUS
Non-Title I School

SCHOOL
Needham High (01990505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
82% - Meeting or exceeding targets	93

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	91%	76%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	82%
	Meeting or exceeding 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	4	4	-	3	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	3	4	-	0	4	-
	Achievement total	11	12	47.5	6	12	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	7	8	22.5	8	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	-	4	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	7	8	10.0	4	4	10.0
Weighted total		9.7	10.7	-	6.3	10.3	-
Percentage of possible points		91%		-	61%		-
2025 Annual criterion-referenced target percentage		76%

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	-	4	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	4	4	-
	Achievement total	12	12	47.5	11	12	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	5	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	4	4	-	4	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	8	8	10.0	4	4	10.0
Weighted total		10.0	10.7	-	9.2	10.3	-
Percentage of possible points		94%		-	89%		-
2024 Annual criterion-referenced target percentage		91%

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	68%	66%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	67%
	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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	0	4	-
	Achievement total	6	12	47.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	4	-
	Growth total	7	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	1	4	-
	Additional indicators total	5	8	10.0
Weighted total		7.1	10.7	-
Percentage of possible points		66%		-
2025 Annual criterion-referenced target percentage		66%

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	1	4	-
	Mathematics achievement	3	4	-
	Science achievement	3	4	-
	Achievement total	7	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	4	-
	Growth total	5	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	4	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	4	8	10.0
Weighted total		7.3	10.7	-
Percentage of possible points		68%		-
2024 Annual criterion-referenced target percentage		68%

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	523.9	520.3	-3.6	524.9	369	4	Path Forward: Exceeded Target
Lowest Performing	502.4	499.2	-3.2	506.0	80	3	Path Forward: Met Target
High Needs	503.2	501.8	-1.4	505.1	85	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	504.2	502.6	-1.6	507.8	22	3	Path Forward: Met Target
Students with Disabilities	500.0	498.2	-1.8	501.9	62	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	532.4	524.3	-8.1	535.8	44	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	513.2	513.3	0.1	515.9	26	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	524.8	520.8	-4.0	526.1	267	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	522.2	521.4	-0.8	524.0	365	4	Recovery Path: Exceeded Target
Lowest Performing	500.7	499.1	-1.6	504.0	80	3	Path Forward: Met Target
High Needs	503.2	502.8	-0.4	505.9	86	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	505.9	503.4	-2.5	510.4	22	3	Path Forward: Met Target
Students with Disabilities	498.8	498.0	-0.8	501.3	63	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	534.3	533.1	-1.2	537.7	43	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	515.6	514.2	-1.4	519.8	25	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	522.5	520.7	-1.8	523.6	265	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	515.3	511.7	-3.6	517.2	359	3	Recovery Path: Met Target
Lowest Performing	496.1	490.4	-5.7	498.7	80	0	Path Forward: Declined
High Needs	498.2	494.2	-4.0	500.5	82	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	496.4	491.0	-5.4	497.6	64	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	527.4	519.0	-8.4	529.5	43	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	511.6	504.4	-7.2	514.8	23	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	515.2	511.4	-3.8	517.0	262	3	Recovery Path: Met Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	63.9	324	4	Exceeded Typical Growth
Lowest Performing	65.7	80	4	Exceeded Typical Growth
High Needs	65.9	73	4	Exceeded Typical Growth
English Learners and Former English Learners	-	10	-	-
Low Income	-	17	-	-
Students with Disabilities	64.5	54	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	61.2	41	4	Exceeded Typical Growth
Black or African American	-	12	-	-
Hispanic or Latino	57.4	21	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	64.8	233	4	Exceeded Typical Growth

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	52.2	324	3	Typical Growth - High
Lowest Performing	61.4	80	4	Exceeded Typical Growth
High Needs	57.6	78	3	Typical Growth - High
English Learners and Former English Learners	-	12	-	-
Low Income	-	18	-	-
Students with Disabilities	62.1	57	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	52.2	40	3	Typical Growth - High
Black or African American	-	12	-	-
Hispanic or Latino	47.4	21	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	52.4	234	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.5	99.3	-0.2	95.0	417	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	100.0	98.4	-1.6	95.0	125	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	100.0	100.0	0.0	95.0	66	4	Exceeded Target
Students with Disabilities	100.0	97.1	-2.9	95.0	70	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	100.0	100.0	0.0	95.0	39	4	Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	100.0	96.8	-3.2	95.0	31	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	99.3	99.4	0.1	95.0	313	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.9	100.0	1.1	95.0	374	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.2	100.0	2.8	95.0	91	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	94.0	100.0	6.0	95.0	39	4	Exceeded Target
Students with Disabilities	97.3	100.0	2.7	95.0	64	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	100.0	100.0	0.0	95.0	25	4	Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	26	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.1	100.0	0.9	95.0	300	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.2	0.2	0.0	1.0	1,622	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.5	0.8	0.3	1.0	386	3	Met Target
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	0.0	0.9	0.9	1.0	115	3	Met Target
Students with Disabilities	0.7	0.3	-0.4	1.0	290	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	0.0	0.0	0.0	1.0	146	4	Exceeded Target
Black or African American	-	-	-	-	41	-	-
Hispanic or Latino	0.0	0.8	0.8	1.0	128	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	76	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	0.3	0.2	-0.1	1.0	1,229	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	22.3	7.2	-15.1	21.2	1,643	4	Exceeded Target
Lowest Performing	17.0	8.8	-8.2	13.0	80	4	Exceeded Target
High Needs	33.8	19.8	-14.0	30.7	359	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	43	-	-
Low Income	41.7	27.2	-14.5	37.5	114	4	Exceeded Target
Students with Disabilities	32.9	20.1	-12.8	29.0	254	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	16.4	5.2	-11.2	14.5	154	4	Exceeded Target
Black or African American	-	-	-	-	44	-	-
Hispanic or Latino	29.0	13.7	-15.3	25.0	139	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	80	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	22.2	6.4	-15.8	20.8	1,225	4	Exceeded Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	94.6	94.6	0.0	95.0	831	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	80.4	80.3	-0.1	86.4	188	1	No Change
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	80.9	76.2	-4.7	86.7	63	0	Declined
Students with Disabilities	76.2	77.9	1.7	83.9	140	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	98.6	98.4	-0.2	95.0	64	4	Exceeded Target
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	85.9	85.1	-0.8	92.3	74	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	36	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	95.4	95.5	0.1	95.0	639	4	Exceeded 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	375	371	99	Yes	1	374	367	98	Yes	1	375	373	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	91	87	91	88	91	89	273	264	97	Yes	1
English Learners and Former English Learners	14	14	14	14	14	14	42	-	-	-	-
Low Income	24	24	24	24	24	24	72	72	100	Yes	1
Students with Disabilities	66	62	66	63	66	64	198	189	95	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	44	44	43	43	44	44	131	131	100	Yes	1
Black or African American	14	13	14	13	14	13	42	-	-	-	-
Hispanic or Latino	27	27	27	26	27	27	81	80	99	Yes	1
Multi-Race, Not Hispanic or Latino	18	18	18	18	18	18	54	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	271	268	271	266	271	270	813	804	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