Massachusetts School and District Profiles

North Andover High

Districts
Schools

2025

2025 Official Accountability Report - North Andover High

Organization Information

DISTRICT NAME
North Andover (02110000)

TITLE I STATUS
Non-Title I School

SCHOOL
North Andover High (02110505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
29% - Moderate progress toward targets	67

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	29%	29%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	29%
	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	-	2	4	-
	Achievement total	0	12	40.0	2	12	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	3	8	20.0	5	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	2	8	10.0	4	4	10.0
Weighted total		3.0	10.0	-	2.9	10.3	-
Percentage of possible points		30%		-	28%		-
2025 Annual criterion-referenced target percentage		29%

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	2	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	22.5	6	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	-	0	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	2	8	10.0	0	4	10.0
Weighted total		3.3	10.7	-	2.7	10.3	-
Percentage of possible points		31%		-	26%		-
2024 Annual criterion-referenced target percentage		29%

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	44%	53%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	50%
	Substantial 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	2	4	-
	Mathematics achievement	1	4	-
	Science achievement	2	4	-
	Achievement total	5	12	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	1	4	-
	Growth total	4	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		5.7	10.7	-
Percentage of possible points		53%		-
2025 Annual criterion-referenced target percentage		53%

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	2	4	-
	Achievement total	2	12	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	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	0	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	2	8	10.0
Weighted total		4.7	10.7	-
Percentage of possible points		44%		-
2024 Annual criterion-referenced target percentage		44%

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	507.5	505.8	-1.7	509.0	338	0	Path Forward: Declined
Lowest Performing	485.4	484.6	-0.8	490.5	70	0	Path Forward: Declined
High Needs	494.1	495.1	1.0	496.7	109	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	497.3	497.8	0.5	499.8	81	2	Path Forward: Improved Below Target
Students with Disabilities	482.5	482.3	-0.2	484.6	46	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	512.7	517.4	4.7	514.6	25	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	494.6	497.3	2.7	497.3	58	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.2	506.7	-3.5	511.9	229	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	504.5	503.8	-0.7	506.1	337	0	Recovery Path: Declined
Lowest Performing	486.0	481.5	-4.5	491.1	70	0	Path Forward: Declined
High Needs	491.6	491.2	-0.4	495.4	109	1	Path Forward: No Change
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	494.0	491.9	-2.1	497.6	81	0	Path Forward: Declined
Students with Disabilities	481.0	482.8	1.8	483.7	46	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	514.6	518.5	3.9	516.4	25	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	487.8	492.2	4.4	491.3	57	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.6	505.2	-1.4	508.0	229	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	507.8	506.3	-1.5	510.4	322	0	Recovery Path: Declined
Lowest Performing	484.6	486.6	2.0	487.8	70	2	Path Forward: Improved Below Target
High Needs	493.5	495.9	2.4	497.3	98	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	496.3	497.2	0.9	499.6	73	2	Path Forward: Improved Below Target
Students with Disabilities	483.7	488.0	4.3	486.6	44	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	515.5	518.3	2.8	517.4	24	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	488.1	497.9	9.8	490.8	54	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.1	507.0	-4.1	514.0	223	0	Recovery Path: Declined

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	48.9	308	2	Typical Growth - Low
Lowest Performing	52.3	70	3	Typical Growth - High
High Needs	54.6	96	3	Typical Growth - High
English Learners and Former English Learners	-	8	-	-
Low Income	54.8	72	3	Typical Growth - High
Students with Disabilities	49.8	41	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	50.4	22	3	Typical Growth - High
Black or African American	-	11	-	-
Hispanic or Latino	51.2	50	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.1	212	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	37.8	309	1	Low Growth
Lowest Performing	46.8	70	2	Typical Growth - Low
High Needs	39.5	97	1	Low Growth
English Learners and Former English Learners	-	9	-	-
Low Income	38.6	72	1	Low Growth
Students with Disabilities	43.7	41	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	31.4	23	1	Low Growth
Black or African American	-	12	-	-
Hispanic or Latino	35.2	49	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	38.6	212	1	Low Growth

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.7	98.5	-0.2	95.0	340	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	96.8	97.0	0.2	95.0	135	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	96.1	96.3	0.2	95.0	109	4	Exceeded Target
Students with Disabilities	98.0	95.7	-2.3	95.0	47	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	23	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	94.7	96.5	1.8	95.0	57	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.1	98.8	-0.3	95.0	242	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.2	99.0	-0.2	95.0	302	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.6	97.6	0.0	95.0	125	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	96.8	97.1	0.3	95.0	102	4	Exceeded Target
Students with Disabilities	98.0	98.0	0.0	95.0	49	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	93.9	94.7	0.8	95.0	38	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.6	99.6	0.0	95.0	229	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.4	0.4	0.0	1.0	1,380	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.7	0.9	0.2	1.0	467	3	Met Target
English Learners and Former English Learners	-	-	-	-	28	-	-
Low Income	1.0	1.2	0.2	1.0	333	0	Declined
Students with Disabilities	0.5	0.5	0.0	1.0	206	3	Met Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	0.0	0.0	0.0	1.0	103	4	Exceeded Target
Black or African American	-	-	-	-	50	-	-
Hispanic or Latino	2.1	1.4	-0.7	1.9	220	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	52	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.1	0.2	0.1	1.0	952	3	Met Target

Progress toward attaining English language proficiency - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	64.0	40.0	-24.0	70.0	25	0	Declined
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	20.1	20.7	0.6	18.8	1,349	0	Declined
Lowest Performing	28.4	22.9	-5.5	23.6	70	4	Exceeded Target
High Needs	31.1	33.2	2.1	28.8	458	0	Declined
English Learners and Former English Learners	-	-	-	-	66	-	-
Low Income	35.2	37.1	1.9	30.6	356	0	Declined
Students with Disabilities	30.7	29.3	-1.4	27.1	181	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	12.6	11.5	-1.1	9.5	96	3	Met Target
Black or African American	-	-	-	-	55	-	-
Hispanic or Latino	34.6	34.9	0.3	30.8	232	1	No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	61	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	17.9	17.3	-0.6	16.5	901	2	Improved Below Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	69.8	70.5	0.7	73.1	684	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	42.6	43.9	1.3	47.9	237	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	47.6	49.1	1.5	54.3	173	2	Improved Below Target
Students with Disabilities	21.1	22.5	1.4	29.4	102	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	83.3	88.0	4.7	88.4	50	3	Met Target
Black or African American	-	-	-	-	29	-	-
Hispanic or Latino	47.6	42.9	-4.7	57.9	105	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	34	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	74.1	75.4	1.3	77.6	464	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	348	347	100	Yes	1	347	346	100	Yes	1	348	347	100	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	117	116	117	116	117	116	351	348	99	Yes	1
English Learners and Former English Learners	18	17	18	17	18	17	54	-	-	-	-
Low Income	89	88	89	88	89	88	267	264	99	Yes	1
Students with Disabilities	47	46	47	46	47	46	141	138	98	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	25	25	25	25	25	25	75	75	100	Yes	1
Black or African American	13	13	13	13	13	13	39	-	-	-	-
Hispanic or Latino	64	63	63	62	64	63	191	188	98	Yes	1
Multi-Race, Not Hispanic or Latino	14	14	14	14	14	14	42	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	231	231	231	231	231	231	693	693	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