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Highlands
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2025
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2025 Official Accountability Report - Highlands
Organization Information
DISTRICT NAME
Danvers (00710000)		TITLE I STATUS
Title I School
SCHOOL
Highlands (00710010)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
53% - Substantial progress toward targets35

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage43%60%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		53%
Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-24-
Mathematics achievement14-24-
Science achievement44----
Achievement total91267.54867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5822.55822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total7.210.3-3.87.6-
Percentage of possible points 70%-50%-
2025 Annual criterion-referenced target percentage60%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-24-
Mathematics achievement04-44-
Science achievement04----
Achievement total01267.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-34-
Growth total4822.55822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total1.310.3-5.67.6-
Percentage of possible points 13%-74%-
2024 Annual criterion-referenced target percentage43%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
30

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage19%61%
Weight40%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 High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement04-
Science achievement44-
Achievement total81267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total6.310.3-
Percentage of possible points 61%-
2025 Annual criterion-referenced target percentage61%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement14-
Science achievement04-
Achievement total11267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total2.010.3-
Percentage of possible points 19%-
2024 Annual criterion-referenced target percentage19%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 487.3 491.4 4.1 489.8 1974Recovery Path: Exceeded Target
Lowest Performing 468.4 472.5 4.1 473.5 312Path Forward: Improved Below Target
High Needs 480.8 484.5 3.7 483.0 844Recovery Path: Exceeded Target
English Learners and Former English Learners---- 16--
Low Income 478.4 484.1 5.7 481.8 504Recovery Path: Exceeded Target
Students with Disabilities 475.8 475.5 -0.3 478.9 411Recovery Path: No Change
American Indian or Alaska Native---- 1--
Asian---- 6--
Black or African American---- 10--
Hispanic or Latino 478.6 483.8 5.2 481.1 284Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander---- 1--
White 487.7 492.3 4.6 490.7 1494Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 493.4 493.0 -0.4 495.9 1961Path Forward: No Change
Lowest Performing 467.8 469.3 1.5 472.9 312Recovery Path: Improved Below Target
High Needs 485.2 484.0 -1.2 487.9 830Path Forward: Declined
English Learners and Former English Learners---- 16--
Low Income 481.5 484.5 3.0 483.8 504Recovery Path: Exceeded Target
Students with Disabilities 480.6 474.3 -6.3 484.0 400Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 6--
Black or African American---- 10--
Hispanic or Latino 483.9 484.9 1.0 486.5 282Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander---- 1--
White 494.8 494.4 -0.4 497.6 1481Path Forward: No Change

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 481.5 490.3 8.8 483.6 654Recovery Path: Exceeded Target
Lowest Performing---- 6--
High Needs 471.9 482.8 10.9 475.7 244Path Forward: Exceeded Target
English Learners and Former English Learners---- 3--
Low Income---- 15--
Students with Disabilities---- 12--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 3--
Hispanic or Latino---- 7--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander---- 1--
White 482.0 493.8 11.8 484.8 524Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 52.1 1263Typical Growth - High
Lowest Performing 53.2 313Typical Growth - High
High Needs 49.4 542Typical Growth - Low
English Learners and Former English Learners- 13--
Low Income 51.0 343Typical Growth - High
Students with Disabilities 44.5 242Typical Growth - Low
American Indian or Alaska Native- 1--
Asian- 4--
Black or African American- 5--
Hispanic or Latino- 16--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander- 1--
White 54.3 983Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 48.4 1262Typical Growth - Low
Lowest Performing 45.0 312Typical Growth - Low
High Needs 42.9 542Typical Growth - Low
English Learners and Former English Learners- 13--
Low Income 48.9 342Typical Growth - Low
Students with Disabilities 34.5 241Low Growth
American Indian or Alaska Native- 1--
Asian- 4--
Black or African American- 5--
Hispanic or Latino- 16--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander- 1--
White 48.8 982Typical Growth - Low

Progress toward attaining English language proficiency - Non-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 - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 0.0 12.9 12.9 1.0 3340Declined
Lowest Performing 0.0 12.9 12.9 1.0 310Declined
High Needs 0.0 20.7 20.7 1.0 1450Declined
English Learners and Former English Learners---- 40--
Low Income 0.0 27.9 27.9 1.0 1040Declined
Students with Disabilities 0.0 15.5 15.5 1.0 580Declined
American Indian or Alaska Native---- 1--
Asian---- 11--
Black or African American---- 20--
Hispanic or Latino 0.0 24.2 24.2 1.0 620Declined
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander---- 1--
White 0.0 8.9 8.9 1.0 2360Declined

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 203 20199Yes 1 203 20099Yes 1 70 6897Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 89 88 89 87 28 27 206 20298Yes1
English Learners and Former English Learners 17 17 17 17 4 4 38----
Low Income 54 54 54 54 19 18 127 12699Yes1
Students with Disabilities 43 42 43 41 12 12 98 9597Yes1
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 6 6 6 6 1 1 13----
Black or African American 11 11 11 11 4 4 26----
Hispanic or Latino 29 29 29 29 9 8 67 6699Yes1
Multi-Race, Not Hispanic or Latino 2 2 2 2 1 1 5----
Native Hawaiian or Other Pacific Islander 1 1 1 1 1 1 3----
White 153 151 153 150 54 53 360 35498Yes1


About this report

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.


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