Massachusetts School and District Profiles

Center For Technical Education Innovation

Districts
Schools

2025

2025 Official Accountability Report - Center For Technical Education Innovation

Organization Information

DISTRICT NAME
Leominster (01530000)

TITLE I STATUS
Title I School

SCHOOL
Center For Technical Education Innovation (01530605)

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
34% - Moderate progress toward targets	24

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	58%	18%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	34%
	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	0	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	0	12	40.0	0	12	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	2	8	20.0	2	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	1	8	10.0	0	4	10.0
Weighted total		3.0	10.0	-	0.5	10.3	-
Percentage of possible points		30%		-	5%		-
2025 Annual criterion-referenced target percentage		18%

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	2	4	-	4	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	2	4	-	3	4	-
	Achievement total	4	12	40.0	9	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	3	8	20.0	3	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	3	8	10.0	4	4	10.0
Weighted total		4.5	10.0	-	7.2	10.3	-
Percentage of possible points		45%		-	70%		-
2024 Annual criterion-referenced target percentage		58%

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	41%	27%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	33%
	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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	47.5
Growth	English language arts growth	1	4	-
	Mathematics growth	1	4	-
	Growth total	2	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	0	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	2	8	10.0
Weighted total		2.9	10.7	-
Percentage of possible points		27%		-
2025 Annual criterion-referenced target percentage		27%

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

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	496.4	490.1	-6.3	497.7	164	0	Recovery Path: Declined
Lowest Performing	478.6	466.1	-12.5	483.7	35	0	Path Forward: Declined
High Needs	491.0	483.1	-7.9	494.3	94	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	493.0	484.9	-8.1	495.8	77	0	Path Forward: Declined
Students with Disabilities	480.1	472.8	-7.3	482.7	31	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	488.9	485.3	-3.6	490.9	68	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.2	492.4	-7.8	503.2	75	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	494.3	485.2	-9.1	497.1	164	0	Path Forward: Declined
Lowest Performing	475.3	467.3	-8.0	480.4	35	0	Path Forward: Declined
High Needs	488.4	478.1	-10.3	492.5	94	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	489.4	478.7	-10.7	493.4	77	0	Path Forward: Declined
Students with Disabilities	481.0	471.5	-9.5	485.4	31	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	487.6	479.1	-8.5	492.7	67	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.7	490.1	-8.6	501.6	76	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	498.5	494.8	-3.7	501.0	157	0	Recovery Path: Declined
Lowest Performing	480.0	472.1	-7.9	484.7	34	0	Path Forward: Declined
High Needs	493.5	487.0	-6.5	496.3	90	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	495.5	489.2	-6.3	498.3	74	0	Path Forward: Declined
Students with Disabilities	485.6	478.5	-7.1	488.7	30	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	490.4	486.8	-3.6	494.2	64	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.8	500.3	-3.5	505.7	74	0	Recovery Path: Declined

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	35.6	150	1	Low Growth
Lowest Performing	38.7	35	1	Low Growth
High Needs	37.8	85	1	Low Growth
English Learners and Former English Learners	-	12	-	-
Low Income	37.5	70	1	Low Growth
Students with Disabilities	37.4	30	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	8	-	-
Hispanic or Latino	38.4	63	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	32.7	68	1	Low Growth

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	31.1	151	1	Low Growth
Lowest Performing	36.4	35	1	Low Growth
High Needs	31.1	86	1	Low Growth
English Learners and Former English Learners	-	13	-	-
Low Income	28.2	71	0	Very Low Growth
Students with Disabilities	36.1	30	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	8	-	-
Hispanic or Latino	33.8	63	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	29.2	69	0	Very Low Growth

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	97.0	97.7	0.7	95.0	133	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	95.8	97.1	1.3	95.0	103	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	95.3	96.7	1.4	95.0	91	4	Exceeded Target
Students with Disabilities	95.1	91.2	-3.9	95.0	34	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	95.8	95.7	-0.1	95.0	46	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	97.2	98.6	1.4	95.0	72	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	92.0	97.0	5.0	94.1	133	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	89.2	95.8	6.6	92.9	96	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	90.6	95.3	4.7	94.3	86	4	Exceeded Target
Students with Disabilities	77.8	95.1	17.3	82.9	41	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	92.2	95.8	3.6	95.0	48	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	92.4	97.2	4.8	94.5	71	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.1	0.2	0.1	1.0	807	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.2	0.2	0.0	1.0	527	3	Met Target
English Learners and Former English Learners	-	-	-	-	66	-	-
Low Income	0.0	0.2	0.2	1.0	433	3	Met Target
Students with Disabilities	0.4	0.5	0.1	1.0	184	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	22	-	-
Black or African American	-	-	-	-	73	-	-
Hispanic or Latino	0.0	0.6	0.6	1.0	331	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	27	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	0.3	0.0	-0.3	1.0	353	4	Exceeded Target

Progress toward attaining English language proficiency - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	38.5	34.1	-4.4	44.5	44	3	Met Target
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	22.1	29.1	7.0	19.8	749	0	Declined
Lowest Performing	21.9	40.0	18.1	16.1	35	0	Declined
High Needs	25.0	33.3	8.3	21.2	460	0	Declined
English Learners and Former English Learners	-	-	-	-	94	-	-
Low Income	25.9	35.6	9.7	20.8	393	0	Declined
Students with Disabilities	31.4	27.3	-4.1	27.0	132	3	Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	22	-	-
Black or African American	-	-	-	-	66	-	-
Hispanic or Latino	27.4	33.0	5.6	23.4	327	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	26	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	19.2	29.4	10.2	16.7	306	0	Declined

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	55.3	54.6	-0.7	59.4	282	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	46.0	47.0	1.0	52.1	164	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	24	-	-
Low Income	44.5	49.3	4.8	51.3	140	2	Improved Below Target
Students with Disabilities	38.8	29.8	-9.0	46.9	57	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	28	-	-
Hispanic or Latino	41.3	40.7	-0.6	48.7	113	1	No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	62.6	62.7	0.1	66.7	126	2	Improved Below 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	170	170	100	Yes	1	170	169	99	Yes	1	171	169	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	100	100	100	99	100	98	300	297	99	Yes	1
English Learners and Former English Learners	17	17	17	17	17	17	51	-	-	-	-
Low Income	83	83	83	82	83	81	249	246	99	Yes	1
Students with Disabilities	33	33	33	32	33	31	99	96	97	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	4	4	12	-	-	-	-
Black or African American	11	11	11	11	11	11	33	-	-	-	-
Hispanic or Latino	70	70	69	69	70	69	209	208	100	Yes	1
Multi-Race, Not Hispanic or Latino	9	9	9	9	9	9	27	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	76	76	77	76	77	76	230	228	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