Massachusetts School and District Profiles

Tantasqua Regional Jr High

Districts
Schools

2024

2024 Official Accountability Report - Tantasqua Regional Jr High

Organization Information

DISTRICT NAME
Tantasqua (07700000)

TITLE I STATUS
Title I School

SCHOOL
Tantasqua Regional Jr High (07700405)

GRADES SERVED
07,08

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
28% - Moderate progress toward targets	50

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	45%	18%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	28%
	Moderate progress toward targets

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-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	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	2	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	3	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		0.9	10.3	-	2.0	7.6	-
Percentage of possible points		9%		-	26%		-
2024 Annual criterion-referenced target percentage		18%

2023 Points awarded

2023 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	1	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	5	12	67.5	3	8	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	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		4.7	10.3	-	3.3	7.6	-
Percentage of possible points		46%		-	43%		-
2023 Annual criterion-referenced target percentage		45%

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

	2023	2024
Annual criterion-referenced target percentage	46%	7%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	22%
	Limited or no progress toward targets

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (Non-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	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		0.7	10.3	-
Percentage of possible points		7%		-
2024 Annual criterion-referenced target percentage		7%

2023 Points awarded

2023 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	3	4	-
	Science achievement	0	4	-
	Achievement total	5	12	67.5
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	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.7	10.3	-
Percentage of possible points		46%		-
2023 Annual criterion-referenced target percentage		46%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	497.2	496.0	-1.2	498.9	551	0	Recovery Path: Declined
Lowest Performing	474.3	469.4	-4.9	479.4	60	0	Path Forward: Declined
High Needs	487.9	482.0	-5.9	489.7	192	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	488.7	484.2	-4.5	490.7	154	0	Recovery Path: Declined
Students with Disabilities	475.1	468.9	-6.2	476.9	67	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	491.8	487.4	-4.4	494.3	47	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	502.6	502.4	-0.2	504.9	22	1	Path Forward: No Change
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.5	496.5	-1.0	499.4	468	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	501.7	500.4	-1.3	504.2	548	0	Recovery Path: Declined
Lowest Performing	475.8	478.4	2.6	480.9	61	2	Path Forward: Improved Below Target
High Needs	491.5	487.3	-4.2	493.1	189	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	492.7	489.5	-3.2	494.5	151	0	Recovery Path: Declined
Students with Disabilities	479.9	474.5	-5.4	483.3	66	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	493.0	489.9	-3.1	495.6	47	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	504.7	509.8	5.1	507.2	22	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.4	500.8	-1.6	504.3	465	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	501.1	498.4	-2.7	504.7	264	0	Path Forward: Declined
Lowest Performing	-	-	-	-	60	-	-
High Needs	489.2	486.8	-2.4	493.0	93	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	490.0	488.7	-1.3	494.0	77	0	Path Forward: Declined
Students with Disabilities	476.9	472.9	-4.0	480.7	31	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	498.0	484.4	-13.6	501.6	26	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.1	499.2	-1.9	504.8	223	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	43.0	537	2	Typical Growth - Low
Lowest Performing	34.5	59	1	Low Growth
High Needs	38.5	184	1	Low Growth
English Learners and Former English Learners	-	11	-	-
Low Income	38.8	149	1	Low Growth
Students with Disabilities	37.6	62	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	7	-	-
Hispanic or Latino	42.5	44	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	41.4	22	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.2	457	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	43.4	534	2	Typical Growth - Low
Lowest Performing	42.9	60	2	Typical Growth - Low
High Needs	40.0	181	2	Typical Growth - Low
English Learners and Former English Learners	-	10	-	-
Low Income	40.9	146	2	Typical Growth - Low
Students with Disabilities	36.1	62	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	7	-	-
Hispanic or Latino	47.3	43	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	47.7	22	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.6	455	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2023 Rate (%)	2024 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 - Non-high school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	16.0	17.5	1.5	14.5	567	0	Declined
Lowest Performing	19.0	34.4	15.4	14.4	61	0	Declined
High Needs	25.7	28.6	2.9	23.3	203	0	Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	27.5	28.9	1.4	24.3	166	0	Declined
Students with Disabilities	25.0	31.9	6.9	21.4	69	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	15.6	24.5	8.9	11.4	49	0	Declined
Multi-Race, Not Hispanic or Latino	9.5	12.5	3.0	8.0	24	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	16.5	17.2	0.7	14.7	478	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	557	557	100	Yes	1	557	554	99	Yes	1	268	266	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	198	198	198	195	96	95	492	488	99	Yes	1
English Learners and Former English Learners	14	14	14	14	9	9	37	-	-	-	-
Low Income	160	160	160	157	80	79	400	396	99	Yes	1
Students with Disabilities	67	67	67	66	32	31	166	164	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	8	8	8	8	2	2	18	-	-	-	-
Black or African American	8	8	8	8	5	5	21	-	-	-	-
Hispanic or Latino	48	48	48	48	26	26	122	122	100	Yes	1
Multi-Race, Not Hispanic or Latino	23	23	23	23	10	10	56	56	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	470	470	470	467	225	223	1,165	1,160	100	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