Massachusetts School and District Profiles

Danvers High

Districts
Schools

2025

2025 Official Accountability Report - Danvers High

Organization Information

DISTRICT NAME
Danvers (00710000)

TITLE I STATUS
Non-Title I School

SCHOOL
Danvers High (00710505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Hispanic or Latino

Progress toward improvement targets	Accountability percentile
36% - Moderate progress toward targets	30

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	65%	17%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	36%
	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	40.0	0	12	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	3	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	-	0	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	5	8	10.0	0	4	10.0
Weighted total		2.7	10.0	-	0.7	10.3	-
Percentage of possible points		27%		-	7%		-
2025 Annual criterion-referenced target percentage		17%

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	2	4	-	4	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	4	4	-	4	4	-
	Achievement total	7	12	47.5	10	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	3	4	-	-	-	-
	Extended engagement rate	3	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	6	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	2	8	10.0	0	4	10.0
Weighted total		5.6	10.7	-	7.9	10.3	-
Percentage of possible points		52%		-	77%		-
2024 Annual criterion-referenced target percentage		65%

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	41%	23%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	31%
	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	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	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	4	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	6	8	10.0
Weighted total		2.5	10.7	-
Percentage of possible points		23%		-
2025 Annual criterion-referenced target percentage		23%

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	2	4	-
	Science achievement	3	4	-
	Achievement total	5	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	0	4	-
	High school completion total	4	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	1	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	3	8	10.0
Weighted total		4.4	10.7	-
Percentage of possible points		41%		-
2024 Annual criterion-referenced target percentage		41%

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	503.5	495.0	-8.5	505.0	199	0	Path Forward: Declined
Lowest Performing	483.9	465.6	-18.3	489.0	41	0	Path Forward: Declined
High Needs	489.0	478.0	-11.0	491.6	82	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	488.1	478.9	-9.2	490.6	61	0	Path Forward: Declined
Students with Disabilities	484.6	468.6	-16.0	486.7	43	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	479.0	480.3	1.3	481.7	30	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.0	497.2	-9.8	508.4	153	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	495.9	490.7	-5.2	497.6	192	0	Recovery Path: Declined
Lowest Performing	480.2	471.4	-8.8	485.3	41	0	Path Forward: Declined
High Needs	486.4	479.3	-7.1	490.2	76	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	485.8	480.3	-5.5	489.4	54	0	Path Forward: Declined
Students with Disabilities	484.9	473.9	-11.0	487.6	39	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	482.1	483.0	0.9	485.6	25	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.2	491.6	-6.6	499.6	151	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	502.2	498.3	-3.9	503.7	180	0	Recovery Path: Declined
Lowest Performing	484.2	476.2	-8.0	487.4	41	0	Path Forward: Declined
High Needs	490.5	485.9	-4.6	494.3	71	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	491.3	487.3	-4.0	494.6	50	0	Path Forward: Declined
Students with Disabilities	487.2	478.7	-8.5	490.1	41	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	22	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.1	499.6	-4.5	505.8	148	0	Path Forward: Declined

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	45.0	188	2	Typical Growth - Low
Lowest Performing	37.4	41	1	Low Growth
High Needs	37.7	73	1	Low Growth
English Learners and Former English Learners	-	8	-	-
Low Income	38.4	53	1	Low Growth
Students with Disabilities	32.7	39	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	6	-	-
Hispanic or Latino	31.4	26	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.8	150	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	40.1	184	2	Typical Growth - Low
Lowest Performing	43.3	41	2	Typical Growth - Low
High Needs	41.4	69	2	Typical Growth - Low
English Learners and Former English Learners	-	6	-	-
Low Income	42.0	48	2	Typical Growth - Low
Students with Disabilities	39.5	37	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	6	-	-
Hispanic or Latino	43.3	23	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	39.5	149	1	Low Growth

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	95.0	93.6	-1.4	95.0	220	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	90.6	86.9	-3.7	94.1	107	0	Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	92.4	87.6	-4.8	95.0	89	0	Declined
Students with Disabilities	83.3	80.0	-3.3	88.2	35	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	29	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	95.2	94.0	-1.2	95.0	168	0	Declined

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	95.1	95.5	0.4	95.0	199	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	91.4	91.8	0.4	94.5	85	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	92.1	92.4	0.3	95.0	66	2	Improved Below Target
Students with Disabilities	95.0	85.7	-9.3	95.0	42	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	95.8	95.8	0.0	95.0	165	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.2	0.5	-0.7	1.1	787	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	2.8	1.0	-1.8	2.5	307	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	28	-	-
Low Income	2.1	1.0	-1.1	1.9	208	4	Exceeded Target
Students with Disabilities	4.1	1.4	-2.7	3.7	146	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	23	-	-
Black or African American	-	-	-	-	23	-	-
Hispanic or Latino	3.6	0.0	-3.6	3.2	107	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	1.0	0.7	-0.3	1.0	614	4	Exceeded Target

Progress toward attaining English language proficiency - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	20.0	16.0	-4.0	26.0	25	0	Declined
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	27.2	21.6	-5.6	25.9	791	4	Exceeded Target
Lowest Performing	33.3	34.1	0.8	28.5	41	0	Declined
High Needs	39.8	35.7	-4.1	37.5	336	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	47	-	-
Low Income	44.5	37.5	-7.0	39.9	240	4	Exceeded Target
Students with Disabilities	35.7	39.4	3.7	32.1	170	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	23	-	-
Black or African American	-	-	-	-	27	-	-
Hispanic or Latino	40.2	34.1	-6.1	36.4	123	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	24.8	19.6	-5.2	23.4	596	4	Exceeded Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	81.0	80.6	-0.4	84.3	377	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	66.4	67.5	1.1	71.7	151	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	66.4	63.4	-3.0	73.1	101	0	Declined
Students with Disabilities	56.3	68.4	12.1	64.6	76	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	73.1	67.3	-5.8	83.4	52	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	81.2	84.6	3.4	84.7	286	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	205	202	99	Yes	1	204	195	96	Yes	1	203	196	97	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	87	84	86	77	86	81	259	242	96	Yes	2
English Learners and Former English Learners	13	12	13	11	13	11	39	-	-	-	-
Low Income	65	63	64	55	64	59	193	177	95	Yes	2
Students with Disabilities	45	43	45	39	44	43	134	125	97	Yes	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	6	6	6	6	6	6	18	-	-	-	-
Black or African American	9	9	9	9	9	9	27	-	-	-	-
Hispanic or Latino	31	30	31	25	31	29	93	84	93	No	2
Multi-Race, Not Hispanic or Latino	1	1	1	1	1	1	3	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	158	156	157	154	156	151	471	461	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