Massachusetts School and District Profiles

Bristol County Agricultural High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Bristol County Agricultural High

Organization Information

DISTRICT NAME
Bristol County Agricultural (09100000)

TITLE I STATUS
Title I School

SCHOOL
Bristol County Agricultural High (09100705)

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
39% - Moderate progress toward targets	52

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	28%	46%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	39%
	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	-	2	4	-
	Mathematics achievement	0	4	-	3	4	-
	Science achievement	0	4	-	2	4	-
	Achievement total	0	12	47.5	7	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	4	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	1	4	-	4	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	5	8	10.0	4	4	10.0
Weighted total		3.6	10.7	-	6.0	10.3	-
Percentage of possible points		34%		-	58%		-
2026 Annual criterion-referenced target percentage		46%

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	2	4	-	0	4	-
	Achievement total	2	12	47.5	0	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	4	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	3	4	-	3	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	7	8	10.0	3	4	10.0
Weighted total		4.8	10.7	-	1.2	10.3	-
Percentage of possible points		45%		-	12%		-
2025 Annual criterion-referenced target percentage		28%

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	48%	57%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	53%
	Substantial 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	2	4	-
	Science achievement	3	4	-
	Achievement total	5	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	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	3	4	-
	Advanced coursework completion	3	4	-
	Additional indicators total	6	8	10.0
Weighted total		6.1	10.7	-
Percentage of possible points		57%		-
2026 Annual criterion-referenced target percentage		57%

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	3	4	-
	Achievement total	3	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	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	2	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	6	8	10.0
Weighted total		5.1	10.7	-
Percentage of possible points		48%		-
2025 Annual criterion-referenced target percentage		48%

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	502.9	498.4	-4.5	505.0	158	0	Path Forward: Declined
Lowest Performing	479.4	481.3	1.9	484.5	33	2	Path Forward: Improved Below Target
High Needs	495.1	489.3	-5.8	498.4	61	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	497.9	493.4	-4.5	500.7	39	0	Path Forward: Declined
Students with Disabilities	484.4	479.8	-4.6	487.0	29	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	-	-	-	-	46	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.9	493.1	-9.8	505.9	99	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	496.6	495.1	-1.5	499.4	157	0	Path Forward: Declined
Lowest Performing	476.2	481.2	5.0	481.3	33	3	Path Forward: Met Target
High Needs	488.9	489.4	0.5	493.0	61	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	491.0	493.1	2.1	495.0	38	2	Path Forward: Improved Below Target
Students with Disabilities	480.4	481.9	1.5	484.8	30	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	-	-	-	-	46	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.8	492.8	-4.0	499.7	98	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	503.9	501.9	-2.0	507.0	150	0	Recovery Path: Declined
Lowest Performing	480.4	483.7	3.3	485.1	33	2	Path Forward: Improved Below Target
High Needs	497.6	495.9	-1.7	500.4	55	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	499.1	500.9	1.8	502.0	35	3	Recovery Path: Met Target
Students with Disabilities	490.0	486.4	-3.6	493.1	25	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	46	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.4	499.1	-5.3	506.5	93	0	Recovery Path: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	40.4	142	2	Typical Growth - Low
Lowest Performing	47.3	33	2	Typical Growth - Low
High Needs	40.1	57	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	40.9	37	2	Typical Growth - Low
Students with Disabilities	39.4	27	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	1	-	-
Black or African American	-	10	-	-
Hispanic or Latino	-	40	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	39.1	90	1	Low Growth

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.3	140	2	Typical Growth - Low
Lowest Performing	48.6	33	2	Typical Growth - Low
High Needs	41.0	57	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	37.9	36	1	Low Growth
Students with Disabilities	45.0	28	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	1	-	-
Black or African American	-	10	-	-
Hispanic or Latino	-	40	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.4	88	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.1	98.0	-0.1	95.0	150	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.0	97.6	0.6	95.0	82	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	98.1	97.0	-1.1	95.0	66	4	Exceeded Target
Students with Disabilities	-	-	-	-	25	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	25	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	97.9	98.3	0.4	95.0	121	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.1	99.0	0.9	95.0	104	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.9	98.5	0.6	95.0	66	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	97.2	100.0	2.8	95.0	54	4	Exceeded Target
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.0	99.0	1.0	95.0	96	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.2	0.3	0.1	1.0	631	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.4	0.8	0.4	1.0	250	3	Met Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	0.5	0.6	0.1	1.0	176	3	Met Target
Students with Disabilities	1.0	1.0	0.0	1.0	104	3	Met Target
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	-	-	-	-	117	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.0	0.4	0.4	1.0	485	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	15.1	15.2	0.1	12.8	638	1	No Change
Lowest Performing	14.7	6.1	-8.6	8.9	33	4	Exceeded Target
High Needs	20.5	16.9	-3.6	16.7	242	3	Met Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	22.5	20.1	-2.4	17.4	179	2	Improved Below Target
Students with Disabilities	16.1	16.0	-0.1	11.7	100	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	6	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	27	-	-
Hispanic or Latino	-	-	-	-	101	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	14.5	15.6	1.1	12.0	500	0	Declined

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	40.1	51.0	10.9	44.2	310	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	31.7	37.7	6.0	37.8	122	3	Met Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	31.0	37.5	6.5	37.8	96	3	Met Target
Students with Disabilities	26.9	30.6	3.7	35.0	49	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	40	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	43.1	51.8	8.7	47.2	257	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	159	157	99	Yes	1	160	157	98	Yes	1	160	160	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	61	60	62	61	62	62	185	183	99	Yes	1
English Learners and Former English Learners	1	0	1	1	1	1	3	-	-	-	-
Low Income	39	39	39	38	39	39	117	116	99	Yes	1
Students with Disabilities	29	28	30	30	30	30	89	88	99	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	1	1	1	1	1	1	3	-	-	-	-
Black or African American	11	11	11	11	11	11	33	-	-	-	-
Hispanic or Latino	46	46	46	46	46	46	138	138	100	Yes	1
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	100	98	101	98	101	101	302	297	98	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