Massachusetts School and District Profiles

Turners Fall High

Districts
Schools

2024

2024 Official Accountability Report - Turners Fall High

Organization Information

DISTRICT NAME
Gill-Montague (06740000)

TITLE I STATUS
Non-Title I School

SCHOOL
Turners Fall High (06740505)

GRADES SERVED
09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
52% - Substantial progress toward targets	14

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	17%	75%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	52%
	Substantial progress toward targets

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	-	-	-	-
	Mathematics achievement	4	4	-	-	-	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	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	0	4	-	-	-	-
	Annual dropout rate	2	4	-	-	-	-
	High school completion total	6	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	-	-	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	2	8	10.0	-	-	-
Weighted total		8.0	10.7	-	-	-	-
Percentage of possible points		75%		-	-		-
2024 Annual criterion-referenced target percentage		75%

2023 Points awarded

2023 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	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	0	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	2	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	1	4	-	-	-	-
	Additional indicators total	5	8	10.0	-	-	-
Weighted total		1.8	10.7	-	-	-	-
Percentage of possible points		17%		-	-		-
2023 Annual criterion-referenced target percentage		17%

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	35%	41%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	39%
	Moderate progress toward targets

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	0	4	-
	Mathematics achievement	3	4	-
	Science achievement	2	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	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	3	4	-
	Additional indicators total	3	8	10.0
Weighted total		4.4	10.7	-
Percentage of possible points		41%		-
2024 Annual criterion-referenced target percentage		41%

2023 Points awarded

2023 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	0	4	-
	Achievement total	2	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	3	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	4	4	-
	High school completion total	7	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		3.7	10.7	-
Percentage of possible points		35%		-
2023 Annual criterion-referenced target percentage		35%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	491.9	495.6	3.7	493.8	44	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	491.4	489.7	-1.7	494.7	31	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	490.9	490.8	-0.1	493.7	30	1	Path Forward: No Change
Students with Disabilities	-	-	-	-	5	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.0	495.8	1.8	495.8	29	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	490.6	498.8	8.2	492.4	43	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	488.5	493.0	4.5	492.6	29	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	489.1	493.0	3.9	491.2	29	4	Recovery Path: Exceeded Target
Students with Disabilities	-	-	-	-	3	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.5	500.9	8.4	493.9	28	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - High school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	487.0	491.8	4.8	489.5	42	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	484.8	485.7	0.9	487.6	30	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	484.4	486.7	2.3	487.2	29	3	Path Forward: Met Target
Students with Disabilities	-	-	-	-	6	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.7	495.0	4.3	492.3	28	4	Recovery Path: Exceeded Target

English language arts growth - High school
Group	2024 Mean SGP	N	Points	Reason
All Students	47.8	34	2	Typical Growth - Low
Lowest Performing	-	-	-	-
High Needs	45.8	23	2	Typical Growth - Low
English Learners and Former English Learners	-	2	-	-
Low Income	45.8	23	2	Typical Growth - Low
Students with Disabilities	-	3	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.1	23	2	Typical Growth - Low

Mathematics growth - High school
Group	2024 Mean SGP	N	Points	Reason
All Students	43.9	34	2	Typical Growth - Low
Lowest Performing	-	-	-	-
High Needs	44.1	22	2	Typical Growth - Low
English Learners and Former English Learners	-	2	-	-
Low Income	44.1	22	2	Typical Growth - Low
Students with Disabilities	-	3	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.0	23	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	74.4	82.1	7.7	76.9	39	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	67.6	81.8	14.2	72.0	33	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	69.7	80.6	10.9	73.8	31	4	Exceeded Target
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	77.4	82.1	4.7	79.7	28	4	Exceeded Target

Extended engagement rate - High school
Group	2021 Rate (%)	2022 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	82.5	76.7	-5.8	84.6	43	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	74.3	70.6	-3.7	78.0	34	0	Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	71.9	72.7	0.8	75.6	33	2	Improved Below Target
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	82.7	80.6	-2.1	84.8	31	0	Declined

Annual dropout rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	4.5	4.2	-0.3	4.1	189	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	4.4	5.2	0.8	4.0	115	0	Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	3.1	3.9	0.8	2.8	102	0	Declined
Students with Disabilities	-	-	-	-	42	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	36	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.6	4.7	-0.9	5.0	127	3	Met Target

Progress toward attaining English language proficiency - 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 - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	27.1	27.8	0.7	24.8	209	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	35.5	37.1	1.6	31.7	143	0	Declined
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	37.6	35.3	-2.3	32.5	133	2	Improved Below Target
Students with Disabilities	-	-	-	-	42	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	42	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	29.2	27.5	-1.7	26.7	142	2	Improved Below Target

Advanced coursework completion - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	57.8	60.0	2.2	61.9	100	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	40.8	46.9	6.1	46.9	64	3	Met Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	41.9	51.8	9.9	48.7	56	4	Exceeded Target
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	57.8	65.2	7.4	61.9	66	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	50	49	98	Yes	1	52	48	95	Yes	2	52	50	96	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	36	35	37	33	37	35	110	103	96	Yes	2
English Learners and Former English Learners	6	6	6	6	6	5	18	-	-	-	-
Low Income	35	34	36	33	36	34	107	101	96	Yes	2
Students with Disabilities	7	6	8	4	8	7	23	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	1	1	1	1	1	1	3	-	-	-	-
Hispanic or Latino	14	14	14	14	14	13	42	-	-	-	-
Multi-Race, Not Hispanic or Latino	2	2	2	2	2	2	6	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	33	32	35	31	35	34	103	97	96	Yes	2

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