Massachusetts School and District Profiles

Manchester Essex Regional High School

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Schools

2025

2025 Official Accountability Report - Manchester Essex Regional High School

Organization Information

DISTRICT NAME
Manchester Essex Regional (06980000)

TITLE I STATUS
Non-Title I School

SCHOOL
Manchester Essex Regional High School (06980510)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

School of Recognition

Progress toward improvement targets	Accountability percentile
64% - Substantial progress toward targets	88

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	71%	59%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	64%
	Substantial 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	4	4	-	0	4	-
	Mathematics achievement	4	4	-	1	4	-
	Science achievement	4	4	-	0	4	-
	Achievement total	12	12	47.5	1	12	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	6	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	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	-	3	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	8	8	10.0	3	4	10.0
Weighted total		10.3	10.7	-	2.3	10.3	-
Percentage of possible points		96%		-	22%		-
2025 Annual criterion-referenced target percentage		59%

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	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	4	4	-
	Achievement total	0	12	47.5	12	12	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	22.5	8	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	4	4	-	4	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	7	8	10.0	4	4	10.0
Weighted total		4.5	10.7	-	10.3	10.3	-
Percentage of possible points		42%		-	100%		-
2024 Annual criterion-referenced target percentage		71%

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	93%	90%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	91%
	Meeting or exceeding 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	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	3	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	4	4	-
	Additional indicators total	4	8	10.0
Weighted total		9.6	10.7	-
Percentage of possible points		90%		-
2025 Annual criterion-referenced target percentage		90%

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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	-	-	-
	Achievement total	8	8	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	7	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	4	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	6	8	10.0
Weighted total		8.2	8.8	-
Percentage of possible points		93%		-
2024 Annual criterion-referenced target percentage		93%

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	510.8	516.2	5.4	512.5	102	4	Recovery Path: Exceeded Target
Lowest Performing	496.5	490.5	-6.0	500.1	22	0	Path Forward: Declined
High Needs	496.5	500.9	4.4	498.4	23	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	12	-	-
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.1	516.7	5.6	512.9	95	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	508.0	514.9	6.9	510.0	102	4	Recovery Path: Exceeded Target
Lowest Performing	491.1	491.0	-0.1	494.4	22	1	Path Forward: No Change
High Needs	493.4	498.5	5.1	496.1	23	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	12	-	-
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.2	515.0	6.8	509.4	95	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	507.7	514.8	7.1	508.7	98	4	Path Forward: Exceeded Target
Lowest Performing	490.9	486.6	-4.3	493.5	21	0	Path Forward: Declined
High Needs	494.8	503.1	8.3	497.1	21	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	10	-	-
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.8	514.9	7.1	508.8	93	4	Recovery Path: Exceeded Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	60.8	98	4	Exceeded Typical Growth
Lowest Performing	55.5	22	3	Typical Growth - High
High Needs	48.6	23	2	Typical Growth - Low
English Learners and Former English Learners	-	-	-	-
Low Income	-	12	-	-
Students with Disabilities	-	14	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	60.2	92	4	Exceeded Typical Growth

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	46.4	98	2	Typical Growth - Low
Lowest Performing	55.6	22	3	Typical Growth - High
High Needs	50.3	23	3	Typical Growth - High
English Learners and Former English Learners	-	-	-	-
Low Income	-	12	-	-
Students with Disabilities	-	14	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.2	92	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	100.0	98.9	-1.1	95.0	89	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	100.0	96.8	-3.2	95.0	31	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	22	-	-
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	100.0	98.8	-1.2	95.0	85	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.2	100.0	0.8	95.0	123	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.4	100.0	2.6	95.0	48	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	38	-	-
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.2	100.0	0.8	95.0	118	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.2	0.0	-0.2	1.0	399	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	1.0	0.0	-1.0	1.0	95	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	54	-	-
Students with Disabilities	-	-	-	-	51	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.2	0.0	-0.2	1.0	380	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	12.7	9.9	-2.8	11.6	393	4	Exceeded Target
Lowest Performing	9.5	9.1	-0.4	5.5	22	3	Met Target
High Needs	13.9	15.7	1.8	10.8	102	0	Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	60	-	-
Students with Disabilities	-	-	-	-	48	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	12.9	10.1	-2.8	11.5	377	4	Exceeded Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	78.0	86.0	8.0	80.1	200	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	47.9	58.8	10.9	53.9	51	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	28	-	-
Students with Disabilities	-	-	-	-	25	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	78.9	86.6	7.7	81.4	194	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	105	103	98	Yes	1	105	103	98	Yes	1	105	103	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	24	23	24	23	24	23	72	69	96	Yes	1
English Learners and Former English Learners	-	-	-	-	-	-	-	-	-	-	-
Low Income	13	12	13	12	13	12	39	-	-	-	-
Students with Disabilities	14	14	14	14	14	14	42	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	1	1	1	1	1	1	3	-	-	-	-
Black or African American	-	-	-	-	-	-	-	-	-	-	-
Hispanic or Latino	4	4	4	4	4	4	12	-	-	-	-
Multi-Race, Not Hispanic or Latino	2	2	2	2	2	2	6	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	98	96	98	96	98	96	294	288	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