Massachusetts School and District Profiles

Easthampton High

Districts
Schools

2025

2025 Official Accountability Report - Easthampton High

Organization Information

DISTRICT NAME
Easthampton (00860000)

TITLE I STATUS
Non-Title I School

SCHOOL
Easthampton High (00860505)

GRADES SERVED
09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Students with Disabilities

Progress toward improvement targets	Accountability percentile
23% - Limited or no progress toward targets	21

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	27%	21%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	23%
	Limited or no 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	1	4	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	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	0	4	-	-	-	-
	Extended engagement rate	1	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	4	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		2.2	10.7	-	-	-	-
Percentage of possible points		21%		-	-		-
2025 Annual criterion-referenced target percentage		21%

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	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	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	2	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	4	4	-	-	-	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	8	8	10.0	-	-	-
Weighted total		2.9	10.7	-	-	-	-
Percentage of possible points		27%		-	-		-
2024 Annual criterion-referenced target percentage		27%

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	30%	22%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	25%
	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	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	3	4	-
	Extended engagement rate	0	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		2.3	10.7	-
Percentage of possible points		22%		-
2025 Annual criterion-referenced target percentage		22%

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	0	4	-
	Achievement total	1	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	2	4	-
	Extended engagement rate	3	4	-
	Annual dropout rate	1	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	4	4	-
	Additional indicators total	8	8	10.0
Weighted total		3.2	10.7	-
Percentage of possible points		30%		-
2024 Annual criterion-referenced target percentage		30%

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	494.5	494.5	0.0	496.6	91	1	Path Forward: No Change
Lowest Performing	-	-	-	-	21	-	-
High Needs	487.1	484.2	-2.9	490.4	51	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	485.5	488.2	2.7	488.3	34	3	Path Forward: Met Target
Students with Disabilities	477.6	477.1	-0.5	480.2	25	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.1	497.4	-1.7	502.1	69	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	497.3	492.3	-5.0	500.1	88	0	Path Forward: Declined
Lowest Performing	-	-	-	-	21	-	-
High Needs	490.3	482.5	-7.8	494.4	48	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	488.2	483.5	-4.7	492.2	32	0	Path Forward: Declined
Students with Disabilities	484.6	478.5	-6.1	489.0	24	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.7	495.1	-7.6	505.6	67	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	494.1	492.2	-1.9	497.1	85	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	21	-	-
High Needs	487.0	483.6	-3.4	489.8	50	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	484.6	486.3	1.7	487.1	34	2	Recovery Path: Improved Below Target
Students with Disabilities	480.4	475.5	-4.9	483.5	24	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.9	495.8	-3.1	501.5	64	0	Recovery Path: Declined

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	48.4	86	2	Typical Growth - Low
Lowest Performing	-	21	-	-
High Needs	42.9	48	2	Typical Growth - Low
English Learners and Former English Learners	-	4	-	-
Low Income	43.6	32	2	Typical Growth - Low
Students with Disabilities	41.4	23	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.0	65	3	Typical Growth - High

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	45.9	85	2	Typical Growth - Low
Lowest Performing	-	21	-	-
High Needs	44.7	47	2	Typical Growth - Low
English Learners and Former English Learners	-	4	-	-
Low Income	41.7	31	2	Typical Growth - Low
Students with Disabilities	48.4	23	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.1	65	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	91.8	90.6	-1.2	94.3	96	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	84.0	88.7	4.7	88.4	53	3	Met Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	83.3	86.7	3.4	87.4	45	2	Improved Below Target
Students with Disabilities	-	-	-	-	22	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	92.2	89.3	-2.9	94.5	75	0	Declined

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	92.9	92.9	0.0	95.0	98	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	90.9	86.0	-4.9	94.6	50	0	Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	89.5	85.4	-4.1	93.2	48	0	Declined
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	93.3	92.2	-1.1	95.0	77	0	Declined

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.9	1.6	-0.3	1.7	372	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	3.4	2.4	-1.0	3.1	208	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	4.3	1.8	-2.5	3.9	163	4	Exceeded Target
Students with Disabilities	5.1	3.9	-1.2	4.6	102	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	16	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	65	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	2.5	1.8	-0.7	2.2	274	4	Exceeded 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	22.3	27.3	5.0	20.0	384	0	Declined
Lowest Performing	-	-	-	-	21	-	-
High Needs	27.4	36.1	8.7	23.6	216	0	Declined
English Learners and Former English Learners	-	-	-	-	22	-	-
Low Income	30.0	40.0	10.0	24.9	165	0	Declined
Students with Disabilities	30.6	32.4	1.8	26.2	111	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	16	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	65	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	20.9	25.4	4.5	18.4	280	0	Declined

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	61.1	56.1	-5.0	65.2	171	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	38.6	32.3	-6.3	44.7	96	0	Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	39.7	31.1	-8.6	46.5	74	0	Declined
Students with Disabilities	29.3	20.8	-8.5	37.4	53	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	27	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	63.8	62.6	-1.2	67.9	123	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	97	94	97	Yes	1	96	91	95	Yes	1	96	90	96	Yes	2

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	56	54	55	51	55	52	166	157	95	Yes	1
English Learners and Former English Learners	4	4	4	4	4	4	12	-	-	-	-
Low Income	39	37	39	35	39	36	117	108	95	Yes	2
Students with Disabilities	27	25	26	24	26	24	79	73	94	No	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	2	2	2	2	2	2	6	-	-	-	-
Black or African American	2	2	2	2	2	2	6	-	-	-	-
Hispanic or Latino	18	18	18	18	18	17	54	-	-	-	-
Multi-Race, Not Hispanic or Latino	2	2	2	1	2	2	6	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	73	70	72	68	72	67	217	205	95	Yes	2

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