Massachusetts School and District Profiles

Dedham High

Districts
Schools

2025

2025 Official Accountability Report - Dedham High

Organization Information

DISTRICT NAME
Dedham (00730000)

TITLE I STATUS
Non-Title I School

SCHOOL
Dedham High (00730505)

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
42% - Moderate progress toward targets	46

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	71%	22%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	42%
	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	-	2	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	5	8	20.0	6	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	8	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	1	8	10.0	0	4	10.0
Weighted total		3.0	10.0	-	1.4	10.3	-
Percentage of possible points		30%		-	14%		-
2025 Annual criterion-referenced target percentage		22%

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	-	2	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	2	4	-	4	4	-
	Achievement total	6	12	40.0	10	12	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	20.0	7	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	6	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	5	8	10.0	4	4	10.0
Weighted total		5.8	10.0	-	8.7	10.3	-
Percentage of possible points		58%		-	85%		-
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	50%	26%
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		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	2	4	-
	Mathematics growth	4	4	-
	Growth total	6	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	0	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	0	8	10.0
Weighted total		2.8	10.7	-
Percentage of possible points		26%		-
2025 Annual criterion-referenced target percentage		26%

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	1	4	-
	Science achievement	3	4	-
	Achievement total	4	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	4	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	3	4	-
	Annual dropout rate	0	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	-
	Advanced coursework completion	2	4	-
	Additional indicators total	6	8	10.0
Weighted total		5.3	10.7	-
Percentage of possible points		50%		-
2024 Annual criterion-referenced target percentage		50%

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	505.9	495.0	-10.9	507.4	167	0	Path Forward: Declined
Lowest Performing	487.1	476.6	-10.5	492.2	33	0	Path Forward: Declined
High Needs	495.3	482.2	-13.1	497.9	66	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	493.1	483.3	-9.8	495.6	50	0	Path Forward: Declined
Students with Disabilities	493.1	472.0	-21.1	495.9	30	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	496.1	484.7	-11.4	498.8	39	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.4	498.4	-11.0	511.5	98	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	511.1	503.8	-7.3	513.0	163	0	Path Forward: Declined
Lowest Performing	494.2	482.6	-11.6	499.3	33	0	Path Forward: Declined
High Needs	500.0	489.1	-10.9	503.8	63	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	499.4	490.8	-8.6	503.0	49	0	Path Forward: Declined
Students with Disabilities	495.7	478.4	-17.3	498.4	27	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	493.7	490.0	-3.7	497.2	38	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	515.9	507.6	-8.3	518.5	96	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	503.4	499.9	-3.5	505.9	155	0	Recovery Path: Declined
Lowest Performing	486.3	477.6	-8.7	489.5	33	0	Path Forward: Declined
High Needs	495.8	485.9	-9.9	497.8	56	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	494.5	490.0	-4.5	498.1	41	0	Recovery Path: Declined
Students with Disabilities	491.8	476.8	-15.0	495.8	24	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	-	-	-	-	33	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.0	502.7	-3.3	508.7	95	0	Recovery Path: Declined

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	42.6	150	2	Typical Growth - Low
Lowest Performing	48.3	33	2	Typical Growth - Low
High Needs	41.7	56	2	Typical Growth - Low
English Learners and Former English Learners	-	9	-	-
Low Income	38.9	41	1	Low Growth
Students with Disabilities	43.4	24	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	13	-	-
Hispanic or Latino	42.2	35	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.7	89	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	56.3	147	3	Typical Growth - High
Lowest Performing	62.2	33	4	Exceeded Typical Growth
High Needs	61.2	53	4	Exceeded Typical Growth
English Learners and Former English Learners	-	10	-	-
Low Income	63.1	41	4	Exceeded Typical Growth
Students with Disabilities	58.0	20	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	12	-	-
Hispanic or Latino	61.3	33	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.6	89	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	93.8	92.3	-1.5	95.0	169	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	90.2	85.5	-4.7	93.7	83	0	Declined
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	90.4	85.9	-4.5	94.4	71	0	Declined
Students with Disabilities	83.8	66.7	-17.1	88.7	27	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	93.3	79.2	-14.1	95.0	24	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	94.8	98.3	3.5	95.0	116	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.0	96.6	0.6	95.0	177	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	92.7	94.6	1.9	95.0	92	3	Met Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	90.5	93.2	2.7	94.1	73	2	Improved Below Target
Students with Disabilities	92.5	91.9	-0.6	95.0	37	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	25	-	-
Hispanic or Latino	90.6	93.3	2.7	94.3	30	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.4	96.5	-1.9	95.0	115	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.8	0.4	-1.4	1.6	726	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	3.2	0.7	-2.5	2.9	305	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	54	-	-
Low Income	3.4	0.4	-3.0	3.1	227	4	Exceeded Target
Students with Disabilities	5.5	0.8	-4.7	5.0	125	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	21	-	-
Black or African American	-	-	-	-	78	-	-
Hispanic or Latino	4.3	0.0	-4.3	3.9	126	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	1.2	0.4	-0.8	1.1	476	4	Exceeded Target

Progress toward attaining English language proficiency - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	11.1	16.7	5.6	16.6	48	3	Met 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	19.1	21.9	2.8	17.8	720	0	Declined
Lowest Performing	16.7	30.3	13.6	11.9	33	0	Declined
High Needs	31.7	32.9	1.2	29.4	316	0	Declined
English Learners and Former English Learners	-	-	-	-	81	-	-
Low Income	33.1	34.1	1.0	28.5	249	0	Declined
Students with Disabilities	34.2	35.6	1.4	30.6	135	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	18	-	-
Black or African American	-	-	-	-	87	-	-
Hispanic or Latino	29.5	35.9	6.4	25.7	145	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	25	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	15.7	16.6	0.9	14.3	445	0	Declined

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	66.5	65.8	-0.7	69.8	380	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	47.2	37.6	-9.6	52.5	157	0	Declined
English Learners and Former English Learners	-	-	-	-	38	-	-
Low Income	47.2	41.1	-6.1	53.9	129	0	Declined
Students with Disabilities	30.0	15.0	-15.0	38.3	60	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	47	-	-
Hispanic or Latino	48.3	41.3	-7.0	58.6	63	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	73.3	73.7	0.4	76.8	251	2	Improved Below 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	176	173	98	Yes	1	176	168	95	Yes	1	176	175	99	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	74	72	74	68	74	73	222	213	96	Yes	1
English Learners and Former English Learners	17	17	17	16	17	17	51	-	-	-	-
Low Income	56	55	56	54	56	55	168	164	98	Yes	1
Students with Disabilities	32	31	32	28	32	32	96	91	95	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	7	7	7	7	7	7	21	-	-	-	-
Black or African American	18	18	18	17	18	18	54	-	-	-	-
Hispanic or Latino	44	43	44	41	44	43	132	127	96	Yes	1
Multi-Race, Not Hispanic or Latino	6	6	6	6	6	6	18	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	101	99	101	97	101	101	303	297	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