Massachusetts School and District Profiles

Hopedale Jr Sr High

Districts
Schools

2025

2025 Official Accountability Report - Hopedale Jr Sr High

Organization Information

DISTRICT NAME
Hopedale (01380000)

TITLE I STATUS
Non-Title I School

SCHOOL
Hopedale Jr Sr High (01380505)

GRADES SERVED
07,08,09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: English Learners and Former English Learners

Progress toward improvement targets	Accountability percentile
44% - Moderate progress toward targets	80

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	67%	29%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	44%
	Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-	-	-	-	0	4	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	0	4	-	-	-	-
	Achievement total	1	12	67.5	-	-	-	0	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	-	-	-	3	4	-	-	-	-
	Mathematics growth	0	4	-	-	-	-	4	4	-	-	-	-
	Growth total	2	8	22.5	-	-	-	7	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	4	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	0	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	4	4	-	-	-	-	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	4	4	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-	8	8	10.0	-	-	-
Weighted total		1.5	10.3	-	-	-	-	4.0	10.7	-	-	-	-
Percentage of possible points		15%		-	-		-	37%		-	-		-
Percentage of possible points by gradespan		15% Weight of non-high school results:39%						37% Weight of high school results:61%
2025 Annual criterion-referenced target percentage		29%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	-	-	-	4	4	-	-	-	-
	Mathematics achievement	4	4	-	-	-	-	4	4	-	-	-	-
	Science achievement	2	4	-	-	-	-	2	4	-	-	-	-
	Achievement total	6	12	67.5	-	-	-	10	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	-	-	-	4	4	-	-	-	-
	Mathematics growth	1	4	-	-	-	-	4	4	-	-	-	-
	Growth total	3	8	22.5	-	-	-	8	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	4	4	-	-	-	-	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-	0	8	10.0	-	-	-
Weighted total		5.1	10.3	-	-	-	-	8.2	10.7	-	-	-	-
Percentage of possible points		50%		-	-		-	77%		-	-		-
Percentage of possible points by gradespan		50% Weight of non-high school results:35%						77% Weight of high school results:65%
2024 Annual criterion-referenced target percentage		67%

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	42%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	40%
	Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	2	4	-	0	4	-
	Achievement total	6	12	67.5	0	12	47.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	1	4	-	3	4	-
	Growth total	3	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	4	4	-
	Extended engagement rate	-	-	-	0	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	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	4	4	-
	Additional indicators total	3	4	10.0	8	8	10.0
Weighted total		5.0	10.3	-	3.5	10.7	-
Percentage of possible points		49%		-	33%		-
Percentage of possible points by gradespan		49% Weight of non-high school results:39%			33% Weight of high school results:61%
2025 Annual criterion-referenced target percentage		39%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (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	2	4	-	2	4	-
	Science achievement	0	4	-	4	4	-
	Achievement total	2	12	67.5	8	12	47.5
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	2	4	-	4	4	-
	Growth total	4	8	22.5	4	4	22.5
High school completion	Four-year cohort graduation rate	-	-	-	0	4	-
	Extended engagement rate	-	-	-	0	4	-
	Annual dropout rate	-	-	-	1	4	-
	High school completion total	-	-	-	1	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	0	4	-
	Additional indicators total	4	4	10.0	0	8	10.0
Weighted total		2.7	10.3	-	4.9	9.8	-
Percentage of possible points		26%		-	50%		-
Percentage of possible points by gradespan		26% Weight of non-high school results:35%			50% Weight of high school results:65%
2024 Annual criterion-referenced target percentage		42%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	493.6	493.5	-0.1	497.3	170	1	Recovery Path: No Change
Lowest Performing	-	-	-	-	19	-	-
High Needs	478.0	481.4	3.4	479.9	63	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	480.4	483.0	2.6	482.5	28	3	Path Forward: Met Target
Students with Disabilities	472.6	476.2	3.6	475.0	38	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.8	495.2	-0.6	499.5	138	0	Recovery Path: Declined

English language arts achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	520.8	499.9	-20.9	521.8	82	0	Path Forward: Declined
Lowest Performing	-	-	-	-	19	-	-
High Needs	503.8	482.3	-21.5	505.7	30	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	524.8	502.7	-22.1	526.1	66	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	497.6	494.5	-3.1	500.7	172	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	19	-	-
High Needs	484.7	483.4	-1.3	486.7	63	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	488.3	483.4	-4.9	490.7	28	0	Path Forward: Declined
Students with Disabilities	480.1	479.1	-1.0	483.3	38	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.0	496.5	-2.5	502.1	140	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	510.2	497.8	-12.4	511.5	81	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	19	-	-
High Needs	497.7	483.7	-14.0	500.4	29	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.2	500.5	-12.7	514.3	66	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	498.4	495.2	-3.2	500.2	81	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	19	-	-
High Needs	484.4	486.4	2.0	487.9	29	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.3	496.8	-2.5	500.7	65	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	501.9	495.7	-6.2	507.7	71	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	19	-	-
High Needs	496.7	487.3	-9.4	499.0	20	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	11	-	-
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.0	497.1	-6.9	509.7	61	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	42.3	165	2	Typical Growth - Low
Lowest Performing	-	19	-	-
High Needs	47.4	61	2	Typical Growth - Low
English Learners and Former English Learners	-	17	-	-
Low Income	46.5	27	2	Typical Growth - Low
Students with Disabilities	47.5	37	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.0	135	2	Typical Growth - Low

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	55.6	73	3	Typical Growth - High
Lowest Performing	-	19	-	-
High Needs	44.2	23	2	Typical Growth - Low
English Learners and Former English Learners	-	2	-	-
Low Income	-	13	-	-
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.4	62	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	25.4	167	0	Very Low Growth
Lowest Performing	-	19	-	-
High Needs	32.4	61	1	Low Growth
English Learners and Former English Learners	-	17	-	-
Low Income	30.7	27	1	Low Growth
Students with Disabilities	32.7	37	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	25.0	137	0	Very Low Growth

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	64.5	72	4	Exceeded Typical Growth
Lowest Performing	-	19	-	-
High Needs	55.2	22	3	Typical Growth - High
English Learners and Former English Learners	-	2	-	-
Low Income	-	13	-	-
Students with Disabilities	-	14	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	64.0	61	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	92.5	97.5	5.0	93.6	80	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	80.8	93.9	13.1	83.9	33	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	26	-	-
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	92.7	98.5	5.8	93.8	65	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.3	94.0	-2.3	95.0	67	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	88.9	84.6	-4.3	91.5	26	0	Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	20	-	-
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	98.6	94.5	-4.1	95.0	55	3	Met Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.7	0.3	-0.4	1.0	288	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	2.1	1.0	-1.1	1.9	103	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	72	-	-
Students with Disabilities	-	-	-	-	45	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	43	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	0.9	0.0	-0.9	1.0	230	4	Exceeded Target

Progress toward attaining English language proficiency - Non-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	-	-	-	-	-	-	-

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 - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	8.5	6.8	-1.7	7.4	177	4	Exceeded Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	14.8	12.5	-2.3	12.7	64	3	Met Target
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	10.0	12.9	2.9	5.7	31	0	Declined
Students with Disabilities	17.1	16.2	-0.9	14.6	37	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	21	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.0	6.3	-0.7	5.8	143	4	Exceeded Target

Chronic absenteeism - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	19.8	14.2	-5.6	18.7	281	4	Exceeded Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	31.6	25.9	-5.7	28.5	108	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	-	-	-	-	80	-	-
Students with Disabilities	-	-	-	-	44	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	51	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	17.5	12.4	-5.1	16.1	210	4	Exceeded Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	71.5	80.3	8.8	73.6	132	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	44.4	59.2	14.8	50.4	49	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	37	-	-
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	77.7	82.5	4.8	80.2	103	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	258	250	97	Yes	1	258	256	99	Yes	1	169	164	97	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	97	91	97	95	63	60	257	246	96	Yes	1
English Learners and Former English Learners	22	17	22	22	9	8	53	47	91	No	2
Low Income	51	48	51	50	36	33	138	131	95	Yes	1
Students with Disabilities	56	53	56	54	37	34	149	141	95	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	2	2	2	2	2	2	6	-	-	-	-
Black or African American	4	3	4	4	1	1	9	-	-	-	-
Hispanic or Latino	32	30	32	32	21	21	85	83	98	Yes	1
Multi-Race, Not Hispanic or Latino	11	11	11	10	9	9	31	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	208	203	208	207	136	131	552	541	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