Massachusetts School and District Profiles

Belchertown High

Districts
Schools

2025

2025 Official Accountability Report - Belchertown High

Organization Information

DISTRICT NAME
Belchertown (00240000)

TITLE I STATUS
Non-Title I School

SCHOOL
Belchertown High (00240505)

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
45% - Moderate progress toward targets	69

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	56%	38%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	45%
	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	2	4	-	0	4	-
	Science achievement	3	4	-	0	4	-
	Achievement total	5	12	47.5	0	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	3	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	2	4	-	-	-	-
	High school completion total	9	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	3	8	10.0	2	4	10.0
Weighted total		6.1	10.7	-	2.0	10.3	-
Percentage of possible points		57%		-	19%		-
2025 Annual criterion-referenced target percentage		38%

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	-	4	4	-
	Achievement total	0	12	47.5	10	12	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	22.5	7	8	22.5
High school completion	Four-year cohort graduation rate	3	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	3	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		2.9	10.7	-	8.7	10.3	-
Percentage of possible points		27%		-	85%		-
2024 Annual criterion-referenced target percentage		56%

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	21%	35%
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		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	4	4	-
	Growth total	7	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	10	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	1	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	1	8	10.0
Weighted total		3.7	10.7	-
Percentage of possible points		35%		-
2025 Annual criterion-referenced target percentage		35%

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	0	4	-
	Achievement total	0	12	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	0	4	-
	High school completion total	0	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	8	8	10.0
Weighted total		2.2	10.7	-
Percentage of possible points		21%		-
2024 Annual criterion-referenced target percentage		21%

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	510.5	506.0	-4.5	512.7	125	0	Recovery Path: Declined
Lowest Performing	493.8	490.1	-3.7	497.4	26	0	Path Forward: Declined
High Needs	496.0	487.9	-8.1	497.7	31	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	496.0	490.1	-5.9	500.0	22	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.2	507.2	-6.0	515.3	102	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	502.1	503.3	1.2	504.0	124	2	Recovery Path: Improved Below Target
Lowest Performing	483.9	481.7	-2.2	487.2	26	0	Path Forward: Declined
High Needs	489.0	487.7	-1.3	491.7	31	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	492.6	490.0	-2.6	496.5	22	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.6	504.5	-0.1	506.4	101	1	Recovery Path: No Change

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	506.9	508.4	1.5	507.9	119	3	Path Forward: Met Target
Lowest Performing	488.5	487.6	-0.9	491.1	26	0	Path Forward: Declined
High Needs	494.0	493.4	-0.6	495.9	28	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	496.5	496.4	-0.1	498.6	21	1	Recovery Path: No Change
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.6	508.6	0.0	509.9	97	3	Path Forward: Met Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	58.0	115	3	Typical Growth - High
Lowest Performing	67.4	26	4	Exceeded Typical Growth
High Needs	54.1	28	3	Typical Growth - High
English Learners and Former English Learners	-	2	-	-
Low Income	-	19	-	-
Students with Disabilities	-	14	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.8	96	3	Typical Growth - High

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	64.5	116	4	Exceeded Typical Growth
Lowest Performing	67.2	26	4	Exceeded Typical Growth
High Needs	64.8	29	4	Exceeded Typical Growth
English Learners and Former English Learners	-	2	-	-
Low Income	64.2	20	4	Exceeded Typical Growth
Students with Disabilities	-	14	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	63.9	96	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	91.8	93.2	1.4	92.9	162	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	81.1	83.6	2.5	84.2	67	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	80.3	84.6	4.3	84.4	52	3	Met Target
Students with Disabilities	-	-	-	-	28	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	93.7	93.0	-0.7	94.8	142	0	Declined

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	91.9	95.6	3.7	92.9	182	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	85.1	89.2	4.1	87.7	74	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	85.5	86.9	1.4	88.7	61	2	Improved Below Target
Students with Disabilities	-	-	-	-	32	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	94.0	96.9	2.9	95.0	159	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.6	1.5	-0.1	1.4	597	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	4.5	3.2	-1.3	4.0	190	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	4.6	3.1	-1.5	4.1	129	4	Exceeded Target
Students with Disabilities	-	-	-	-	102	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	-	-	-	-	46	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	1.1	1.6	0.5	1.0	509	0	Declined

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	19.6	21.6	2.0	18.5	573	0	Declined
Lowest Performing	28.6	26.9	-1.7	24.6	26	2	Improved Below Target
High Needs	34.5	35.0	0.5	31.4	180	1	No Change
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	34.9	35.5	0.6	30.7	124	0	Declined
Students with Disabilities	-	-	-	-	92	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	-	-	-	-	46	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	17.5	19.9	2.4	16.1	483	0	Declined

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	68.8	71.1	2.3	70.9	277	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	51.1	37.3	-13.8	57.1	83	0	Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	61.0	44.6	-16.4	66.8	56	0	Declined
Students with Disabilities	-	-	-	-	44	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	67.9	74.3	6.4	70.4	241	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	127	127	100	Yes	1	126	126	100	Yes	1	126	126	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	32	32	32	32	32	32	96	96	100	Yes	1
English Learners and Former English Learners	4	4	4	4	4	4	12	-	-	-	-
Low Income	22	22	22	22	22	22	66	66	100	Yes	1
Students with Disabilities	16	16	16	16	16	16	48	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	1	1	1	1	1	1	3	-	-	-	-
Black or African American	3	3	3	3	3	3	9	-	-	-	-
Hispanic or Latino	13	13	13	13	13	13	39	-	-	-	-
Multi-Race, Not Hispanic or Latino	8	8	8	8	8	8	24	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	102	102	101	101	101	101	304	304	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