Massachusetts School and District Profiles

Amesbury High

Districts
Schools

2025

2025 Official Accountability Report - Amesbury High

Organization Information

DISTRICT NAME
Amesbury (00070000)

TITLE I STATUS
Non-Title I School

SCHOOL
Amesbury High (00070505)

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
37% - Moderate progress toward targets	49

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	71%	14%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	37%
	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	47.5	0	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	22.5	4	8	22.5
High school completion	Four-year cohort graduation rate	1	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	5	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	0	8	10.0	0	4	10.0
Weighted total		2.1	10.7	-	0.9	10.3	-
Percentage of possible points		20%		-	9%		-
2025 Annual criterion-referenced target percentage		14%

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	4	4	-	4	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	0	4	-	4	4	-
	Achievement total	7	12	47.5	10	12	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	6	8	22.5	5	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	-	-	-	-	-	-
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		6.5	10.7	-	8.3	10.3	-
Percentage of possible points		61%		-	81%		-
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	65%	18%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	37%
	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	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	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	0	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	2	8	10.0
Weighted total		1.9	10.7	-
Percentage of possible points		18%		-
2025 Annual criterion-referenced target percentage		18%

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	3	4	-
	Science achievement	2	4	-
	Achievement total	9	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	0	4	-
	Extended engagement rate	2	4	-
	Annual dropout rate	4	4	-
	High school completion total	6	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	3	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	3	8	10.0
Weighted total		6.9	10.7	-
Percentage of possible points		65%		-
2024 Annual criterion-referenced target percentage		65%

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	512.6	500.4	-12.2	515.0	119	0	Recovery Path: Declined
Lowest Performing	488.7	469.4	-19.3	493.8	25	0	Path Forward: Declined
High Needs	497.8	482.5	-15.3	500.4	46	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	497.0	485.4	-11.6	498.6	32	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	23	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	516.2	504.2	-12.0	518.2	96	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	503.4	498.3	-5.1	505.7	119	0	Recovery Path: Declined
Lowest Performing	480.0	472.5	-7.5	485.1	25	0	Path Forward: Declined
High Needs	490.1	481.8	-8.3	493.9	46	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	488.8	483.9	-4.9	492.4	33	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	22	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.8	501.8	-5.0	508.8	96	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	502.9	502.0	-0.9	505.3	114	0	Recovery Path: Declined
Lowest Performing	484.1	470.1	-14.0	487.3	25	0	Path Forward: Declined
High Needs	490.7	486.8	-3.9	493.1	41	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	490.2	488.8	-1.4	493.5	29	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	22	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.1	504.6	-1.5	508.4	95	0	Recovery Path: Declined

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	56.2	105	3	Typical Growth - High
Lowest Performing	41.6	25	2	Typical Growth - Low
High Needs	53.6	37	3	Typical Growth - High
English Learners and Former English Learners	-	4	-	-
Low Income	53.6	26	3	Typical Growth - High
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.7	87	3	Typical Growth - High

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	40.2	105	2	Typical Growth - Low
Lowest Performing	44.2	25	2	Typical Growth - Low
High Needs	43.1	37	2	Typical Growth - Low
English Learners and Former English Learners	-	4	-	-
Low Income	45.8	27	2	Typical Growth - Low
Students with Disabilities	-	18	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	39.8	87	1	Low Growth

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	92.0	91.7	-0.3	94.0	108	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	85.1	84.0	-1.1	88.6	50	0	Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	80.0	84.8	4.8	84.0	46	4	Exceeded Target
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	92.6	93.3	0.7	94.4	89	2	Improved Below Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	94.8	92.9	-1.9	95.0	112	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	90.9	87.2	-3.7	94.0	47	0	Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	89.5	82.9	-6.6	93.1	35	0	Declined
Students with Disabilities	-	-	-	-	23	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	95.2	93.7	-1.5	95.0	95	0	Declined

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.4	0.2	-0.2	1.0	461	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.6	0.5	-0.1	1.0	183	3	Met Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	0.8	0.7	-0.1	1.0	140	3	Met Target
Students with Disabilities	-	-	-	-	96	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	53	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.3	0.3	0.0	1.0	371	3	Met 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	20.5	23.9	3.4	19.2	476	0	Declined
Lowest Performing	18.2	36.0	17.8	13.4	25	0	Declined
High Needs	38.3	40.5	2.2	36.0	185	0	Declined
English Learners and Former English Learners	-	-	-	-	29	-	-
Low Income	41.2	43.2	2.0	36.6	148	0	Declined
Students with Disabilities	-	-	-	-	68	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	55	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	19.6	22.7	3.1	18.2	375	0	Declined

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	55.6	50.9	-4.7	58.9	224	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	28.2	29.3	1.1	33.5	92	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	28.6	33.8	5.2	35.3	77	2	Improved Below Target
Students with Disabilities	-	-	-	-	39	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	27	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	59.9	55.5	-4.4	63.4	173	0	Declined

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	125	121	97	Yes	1	125	122	98	Yes	1	126	124	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	51	48	52	49	52	50	155	147	95	Yes	1
English Learners and Former English Learners	8	8	8	8	8	8	24	-	-	-	-
Low Income	37	34	37	35	37	35	111	104	97	Yes	2
Students with Disabilities	26	24	27	24	27	26	80	74	96	Yes	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	4	4	12	-	-	-	-
Black or African American	2	2	2	2	2	2	6	-	-	-	-
Hispanic or Latino	15	15	15	15	15	14	45	-	-	-	-
Multi-Race, Not Hispanic or Latino	4	4	4	4	4	4	12	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	100	96	100	97	101	100	301	293	97	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