Massachusetts School and District Profiles

Abington High

Districts
Schools

2025

2025 Official Accountability Report - Abington High

Organization Information

DISTRICT NAME
Abington (00010000)

TITLE I STATUS
Non-Title I School

SCHOOL
Abington High (00010505)

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
38% - 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	47%	33%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	38%
	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	1	4	-	0	4	-
	Mathematics achievement	4	4	-	0	4	-
	Science achievement	4	4	-	0	4	-
	Achievement total	9	12	40.0	0	12	67.5
Growth	English language arts growth	1	4	-	0	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	3	8	20.0	2	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	2	4	-	-	-	-
	High school completion total	6	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	2	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	4	8	10.0	0	4	10.0
Weighted total		6.0	10.0	-	0.5	10.3	-
Percentage of possible points		60%		-	5%		-
2025 Annual criterion-referenced target percentage		33%

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	-	2	4	-
	Science achievement	0	4	-	2	4	-
	Achievement total	0	12	40.0	8	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	3	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	7	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	4	8	10.0	4	4	10.0
Weighted total		2.8	10.0	-	6.7	10.3	-
Percentage of possible points		28%		-	65%		-
2024 Annual criterion-referenced target percentage		47%

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	27%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	28%
	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	2	4	-
	Achievement total	2	12	47.5
Growth	English language arts growth	0	4	-
	Mathematics growth	1	4	-
	Growth total	1	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	2	4	-
	High school completion total	6	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		3.0	10.7	-
Percentage of possible points		28%		-
2025 Annual criterion-referenced target percentage		28%

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	1	4	-
	Mathematics growth	3	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	3	4	-
	High school completion total	3	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	4	8	10.0
Weighted total		2.9	10.7	-
Percentage of possible points		27%		-
2024 Annual criterion-referenced target percentage		27%

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	497.2	497.0	-0.2	498.9	128	1	Recovery Path: No Change
Lowest Performing	481.8	469.6	-12.2	486.9	32	0	Path Forward: Declined
High Needs	486.1	481.3	-4.8	489.4	55	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	487.3	482.3	-5.0	490.1	46	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	484.9	486.9	2.0	486.9	22	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.9	499.6	-0.3	502.9	90	1	Path Forward: No Change

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	493.4	496.9	3.5	496.2	126	4	Path Forward: Exceeded Target
Lowest Performing	477.2	473.3	-3.9	482.3	32	0	Path Forward: Declined
High Needs	483.7	481.3	-2.4	487.8	53	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	484.4	482.6	-1.8	488.4	45	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	486.1	488.0	1.9	491.2	22	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.4	499.3	3.9	497.1	88	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	495.5	500.3	4.8	499.0	126	4	Recovery Path: Exceeded Target
Lowest Performing	479.1	477.3	-1.8	483.8	32	0	Path Forward: Declined
High Needs	487.1	487.5	0.4	488.9	54	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	490.1	487.1	-3.0	493.4	46	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	22	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.5	502.0	5.5	497.8	89	4	Recovery Path: Exceeded Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	34.2	125	1	Low Growth
Lowest Performing	29.0	32	0	Very Low Growth
High Needs	28.0	54	0	Very Low Growth
English Learners and Former English Learners	-	7	-	-
Low Income	29.7	46	0	Very Low Growth
Students with Disabilities	-	18	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	8	-	-
Hispanic or Latino	27.4	21	0	Very Low Growth
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	36.0	89	1	Low Growth

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	42.3	122	2	Typical Growth - Low
Lowest Performing	40.8	32	2	Typical Growth - Low
High Needs	36.3	52	1	Low Growth
English Learners and Former English Learners	-	7	-	-
Low Income	37.5	45	1	Low Growth
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	8	-	-
Hispanic or Latino	41.2	21	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.4	87	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	88.7	94.1	5.4	91.2	152	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	80.5	88.1	7.6	84.9	67	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	84.0	87.5	3.5	88.1	64	2	Improved Below Target
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	69.2	90.0	20.8	73.7	20	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	92.1	95.1	3.0	94.4	123	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	95.5	90.1	-5.4	95.0	151	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	91.4	82.9	-8.5	95.0	82	0	Declined
English Learners and Former English Learners	-	-	-	-	21	-	-
Low Income	90.5	84.0	-6.5	94.2	75	0	Declined
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	26	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.0	93.9	-2.1	95.0	114	0	Declined

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.7	1.6	-0.1	1.5	553	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	3.6	3.4	-0.2	3.2	237	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	51	-	-
Low Income	2.2	2.6	0.4	2.0	196	0	Declined
Students with Disabilities	-	-	-	-	66	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	35	-	-
Hispanic or Latino	6.3	4.1	-2.2	5.7	98	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	0.7	1.0	0.3	1.0	399	3	Met Target

Progress toward attaining English language proficiency - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	15.2	17.1	1.9	20.7	41	2	Improved Below 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	28.7	26.7	-2.0	26.4	536	3	Met Target
Lowest Performing	29.6	31.3	1.7	23.8	32	0	Declined
High Needs	43.9	39.4	-4.5	40.1	254	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	70	-	-
Low Income	45.4	42.3	-3.1	40.3	208	2	Improved Below Target
Students with Disabilities	-	-	-	-	80	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	47	-	-
Hispanic or Latino	41.4	44.2	2.8	37.4	95	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	25.8	23.4	-2.4	23.3	372	3	Met Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	82.1	81.4	-0.7	86.2	253	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	67.3	70.1	2.8	73.4	117	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	33	-	-
Low Income	68.4	70.8	2.4	75.2	96	2	Improved Below Target
Students with Disabilities	-	-	-	-	35	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	22	-	-
Hispanic or Latino	69.0	77.8	8.8	76.4	45	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	87.7	84.3	-3.4	91.8	178	3	Met 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	138	137	99	Yes	1	138	136	99	Yes	1	139	139	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	64	64	64	63	65	65	193	192	99	Yes	1
English Learners and Former English Learners	14	14	14	14	14	14	42	-	-	-	-
Low Income	54	54	54	54	55	55	163	163	100	Yes	1
Students with Disabilities	19	19	18	17	19	19	56	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	5	5	5	5	5	5	15	-	-	-	-
Black or African American	11	11	12	12	12	12	35	-	-	-	-
Hispanic or Latino	25	25	25	25	25	25	75	75	100	Yes	1
Multi-Race, Not Hispanic or Latino	2	2	2	2	2	2	6	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	95	94	94	92	95	95	284	281	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