Massachusetts School and District Profiles

Grafton High School

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Schools

2025

2025 Official Accountability Report - Grafton High School

Organization Information

DISTRICT NAME
Grafton (01100000)

TITLE I STATUS
Non-Title I School

SCHOOL
Grafton High School (01100505)

GRADES SERVED
09,10,11,12

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
25% - Moderate progress toward targets	60

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	31%	21%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	25%
	Moderate progress toward 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	0	4	-	0	4	-
	Mathematics achievement	1	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	1	12	47.5	0	12	67.5
Growth	English language arts growth	3	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	22.5	3	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	8	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	4	8	10.0	2	4	10.0
Weighted total		3.6	10.7	-	0.9	10.3	-
Percentage of possible points		34%		-	9%		-
2025 Annual criterion-referenced target percentage		21%

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	0	4	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	2	4	-
	Achievement total	0	12	47.5	2	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	1	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	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	-	2	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	8	8	10.0	2	4	10.0
Weighted total		4.1	10.7	-	2.5	10.3	-
Percentage of possible points		38%		-	24%		-
2024 Annual criterion-referenced target percentage		31%

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	36%	36%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	36%
	Moderate 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	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	0	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	8	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		3.9	10.7	-
Percentage of possible points		36%		-
2025 Annual criterion-referenced target percentage		36%

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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	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	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	4	4	-
	Additional indicators total	8	8	10.0
Weighted total		3.9	10.7	-
Percentage of possible points		36%		-
2024 Annual criterion-referenced target percentage		36%

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	510.1	504.9	-5.2	511.6	256	0	Path Forward: Declined
Lowest Performing	484.3	470.7	-13.6	489.4	53	0	Path Forward: Declined
High Needs	488.2	483.1	-5.1	490.8	80	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	490.1	486.9	-3.2	492.6	54	0	Path Forward: Declined
Students with Disabilities	479.9	472.8	-7.1	482.0	43	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	35	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	30	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.9	504.0	-5.9	512.0	178	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	502.6	502.1	-0.5	504.4	252	1	Recovery Path: No Change
Lowest Performing	479.9	473.4	-6.5	485.0	53	0	Path Forward: Declined
High Needs	482.8	483.3	0.5	486.6	78	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	484.1	485.4	1.3	487.7	53	2	Path Forward: Improved Below Target
Students with Disabilities	478.3	475.9	-2.4	481.0	43	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	35	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	27	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.7	499.3	-2.4	503.3	177	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	503.5	502.6	-0.9	505.5	241	0	Recovery Path: Declined
Lowest Performing	483.2	476.0	-7.2	486.4	53	0	Path Forward: Declined
High Needs	486.3	484.7	-1.6	488.7	70	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	485.4	488.0	2.6	488.7	44	2	Path Forward: Improved Below Target
Students with Disabilities	486.1	476.1	-10.0	488.4	43	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	33	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	24	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.0	501.5	-1.5	505.5	174	0	Recovery Path: Declined

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	51.9	235	3	Typical Growth - High
Lowest Performing	33.6	53	1	Low Growth
High Needs	41.9	69	2	Typical Growth - Low
English Learners and Former English Learners	-	6	-	-
Low Income	48.0	47	2	Typical Growth - Low
Students with Disabilities	29.1	38	0	Very Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	34	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	25	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.6	167	3	Typical Growth - High

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	47.7	233	2	Typical Growth - Low
Lowest Performing	45.4	53	2	Typical Growth - Low
High Needs	47.4	65	2	Typical Growth - Low
English Learners and Former English Learners	-	5	-	-
Low Income	44.6	45	2	Typical Growth - Low
Students with Disabilities	49.4	37	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	34	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	22	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.3	168	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.7	92.5	-6.2	95.0	200	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	96.3	81.0	-15.3	95.0	79	0	Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	98.3	83.1	-15.2	95.0	59	0	Declined
Students with Disabilities	94.6	65.7	-28.9	95.0	35	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	20	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	98.4	92.8	-5.6	95.0	153	0	Declined

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.3	99.1	0.8	95.0	225	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	96.1	97.5	1.4	95.0	80	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	96.3	98.3	2.0	95.0	58	4	Exceeded Target
Students with Disabilities	95.1	97.3	2.2	95.0	37	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	21	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.4	98.9	0.5	95.0	182	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.3	0.0	-0.3	1.0	885	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.4	0.0	-0.4	1.0	252	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	0.7	0.0	-0.7	1.0	153	4	Exceeded Target
Students with Disabilities	0.0	0.0	0.0	1.0	137	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	94	-	-
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	-	-	-	-	77	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	0.1	0.0	-0.1	1.0	667	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	18.0	19.3	1.3	16.7	916	0	Declined
Lowest Performing	31.8	30.2	-1.6	27.0	53	2	Improved Below Target
High Needs	31.7	34.5	2.8	29.4	278	0	Declined
English Learners and Former English Learners	-	-	-	-	33	-	-
Low Income	33.7	33.2	-0.5	29.1	196	2	Improved Below Target
Students with Disabilities	35.0	46.5	11.5	31.4	129	0	Declined
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	100	-	-
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	-	-	-	-	98	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	27	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	19.0	19.5	0.5	17.6	660	1	No Change

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	72.1	80.4	8.3	75.4	428	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	39.3	57.3	18.0	44.6	124	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	46.7	62.5	15.8	53.4	80	4	Exceeded Target
Students with Disabilities	21.1	43.5	22.4	29.4	62	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	38	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	40	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	73.9	82.6	8.7	77.4	322	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	260	260	100	Yes	1	260	256	98	Yes	1	261	257	98	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	83	83	84	81	84	84	251	248	99	Yes	1
English Learners and Former English Learners	9	9	9	8	9	9	27	-	-	-	-
Low Income	56	56	56	55	56	56	168	167	99	Yes	1
Students with Disabilities	44	44	45	44	45	45	134	133	99	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	36	36	36	36	36	35	108	107	99	Yes	1
Black or African American	5	5	5	5	5	4	15	-	-	-	-
Hispanic or Latino	31	31	30	28	31	31	92	90	98	Yes	1
Multi-Race, Not Hispanic or Latino	7	7	7	7	7	6	21	-	-	-	-
Native Hawaiian or Other Pacific Islander	0	0	0	0	0	0	0	-	-	-	-
White	180	180	181	179	181	180	542	539	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