Massachusetts School and District Profiles

Seekonk High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Seekonk High

Organization Information

DISTRICT NAME
Seekonk (02650000)

TITLE I STATUS
Non-Title I School

SCHOOL
Seekonk High (02650505)

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
27% - Moderate progress toward targets	47

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	41%	17%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	27%
	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	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	2	4	-	1	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	3	8	22.5	2	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	0	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	-	2	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	6	8	10.0	2	4	10.0
Weighted total		2.9	10.7	-	0.7	10.3	-
Percentage of possible points		27%		-	7%		-
2026 Annual criterion-referenced target percentage		17%

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	2	4	-	0	4	-
	Mathematics achievement	4	4	-	0	4	-
	Science achievement	3	4	-	0	4	-
	Achievement total	9	12	47.5	0	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	3	8	22.5	3	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	3	4	-	0	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	6	8	10.0	0	4	10.0
Weighted total		8.0	10.7	-	0.7	10.3	-
Percentage of possible points		75%		-	7%		-
2025 Annual criterion-referenced target percentage		41%

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	30%	16%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	22%
	Limited or no 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	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	1	4	-
	Growth total	2	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	0	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	4	4	-
	Additional indicators total	4	8	10.0
Weighted total		1.7	10.7	-
Percentage of possible points		16%		-
2026 Annual criterion-referenced target percentage		16%

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	0	4	-
	Science achievement	0	4	-
	Achievement total	3	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	4	-
	Growth total	3	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	3	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	3	8	10.0
Weighted total		3.2	10.7	-
Percentage of possible points		30%		-
2025 Annual criterion-referenced target percentage		30%

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	509.7	503.1	-6.6	511.9	121	0	Recovery Path: Declined
Lowest Performing	482.9	478.4	-4.5	488.0	30	0	Path Forward: Declined
High Needs	493.2	490.6	-2.6	495.8	42	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	23	-	-
Students with Disabilities	482.4	481.0	-1.4	484.5	27	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.6	505.0	-5.6	512.4	99	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	504.3	496.5	-7.8	505.6	122	0	Recovery Path: Declined
Lowest Performing	479.3	474.2	-5.1	484.4	30	0	Path Forward: Declined
High Needs	487.7	484.3	-3.4	491.5	42	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	23	-	-
Students with Disabilities	479.8	474.2	-5.6	482.5	27	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.1	497.3	-8.8	508.7	100	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	503.7	493.9	-9.8	505.3	117	0	Path Forward: Declined
Lowest Performing	476.2	469.6	-6.6	479.4	29	0	Path Forward: Declined
High Needs	484.8	482.6	-2.2	488.6	40	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	22	-	-
Students with Disabilities	-	-	-	-	25	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.1	494.4	-10.7	506.8	97	0	Path Forward: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.5	117	2	Typical Growth - Low
Lowest Performing	39.6	30	1	Low Growth
High Needs	39.2	39	1	Low Growth
English Learners and Former English Learners	-	3	-	-
Low Income	-	20	-	-
Students with Disabilities	35.8	25	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.2	96	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	35.2	119	1	Low Growth
Lowest Performing	32.0	30	1	Low Growth
High Needs	34.6	40	1	Low Growth
English Learners and Former English Learners	-	4	-	-
Low Income	-	21	-	-
Students with Disabilities	30.4	26	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	33.7	98	1	Low Growth

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.9	97.4	0.5	95.0	153	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	92.7	96.2	3.5	95.0	52	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	33	-	-
Students with Disabilities	-	-	-	-	28	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.3	98.5	2.2	95.0	131	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	97.1	96.9	-0.2	95.0	129	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	93.9	92.7	-1.2	95.0	55	0	Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	48	-	-
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	97.4	96.3	-1.1	95.0	108	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.6	1.2	0.6	1.0	505	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	1.9	2.6	0.7	1.7	151	0	Declined
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	-	-	-	-	81	-	-
Students with Disabilities	2.3	2.3	0.0	2.0	88	1	No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	19	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	-	-	-	-	34	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.2	0.7	0.5	1.0	419	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	11.6	11.3	-0.3	10.3	496	3	Met Target
Lowest Performing	18.5	16.7	-1.8	13.7	30	2	Improved Below Target
High Needs	19.7	21.7	2.0	17.4	152	0	Declined
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	-	-	-	-	88	-	-
Students with Disabilities	21.6	28.0	6.4	18.0	82	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	26	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	-	-	-	-	38	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	11.2	10.0	-1.2	9.8	400	3	Met Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	69.1	71.4	2.3	72.4	234	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	42.0	48.6	6.6	47.3	72	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	-	-	-	-	43	-	-
Students with Disabilities	33.3	28.9	-4.4	41.6	38	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	72.0	70.9	-1.1	75.5	189	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	123	122	99	Yes	1	123	123	100	Yes	1	123	122	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	43	43	43	43	43	42	129	128	99	Yes	1
English Learners and Former English Learners	4	4	4	4	4	4	12	-	-	-	-
Low Income	24	24	24	24	24	24	72	72	100	Yes	1
Students with Disabilities	27	27	27	27	27	26	81	80	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	5	5	5	5	5	5	15	-	-	-	-
Black or African American	2	2	2	2	2	2	6	-	-	-	-
Hispanic or Latino	11	11	11	11	11	11	33	-	-	-	-
Multi-Race, Not Hispanic or Latino	5	5	5	5	5	5	15	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	100	99	100	100	100	99	300	298	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