Massachusetts School and District Profiles

Hopkins Academy

Districts
Schools

2025

2025 Official Accountability Report - Hopkins Academy

Organization Information

DISTRICT NAME
Hadley (01170000)

TITLE I STATUS
Non-Title I School

SCHOOL
Hopkins Academy (01170505)

GRADES SERVED
07,08,09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
53% - Substantial progress toward targets	79

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	75%	38%
Weight	40%	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)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	-	-	-	0	4	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-	0	4	-	-	-	-
	Science achievement	4	4	-	-	-	-	0	4	-	-	-	-
	Achievement total	6	12	67.5	-	-	-	0	12	47.5	-	-	-
Growth	English language arts growth	3	4	-	-	-	-	2	4	-	-	-	-
	Mathematics growth	1	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	-	-	-	-	-	-	3	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	9	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	-	-	-	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	4	4	-	-	-	-
	Additional indicators total	2	4	10.0	-	-	-	4	8	10.0	-	-	-
Weighted total		5.2	10.3	-	-	-	-	3.3	10.7	-	-	-	-
Percentage of possible points		51%		-	-		-	31%		-	-		-
Percentage of possible points by gradespan		51% Weight of non-high school results:35%						31% Weight of high school results:65%
2025 Annual criterion-referenced target percentage		38%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	-	-	-	4	4	-	-	-	-
	Mathematics achievement	4	4	-	-	-	-	4	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	4	4	-	-	-	-
	Achievement total	4	12	67.5	-	-	-	12	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	-	-	-	3	4	-	-	-	-
	Mathematics growth	1	4	-	-	-	-	4	4	-	-	-	-
	Growth total	3	8	22.5	-	-	-	7	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	3	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	4	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	4	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	11	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	-	-	-	3	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	4	4	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-	7	8	10.0	-	-	-
Weighted total		3.8	10.3	-	-	-	-	10.2	10.7	-	-	-	-
Percentage of possible points		37%		-	-		-	95%		-	-		-
Percentage of possible points by gradespan		37% Weight of non-high school results:34%						95% Weight of high school results:66%
2024 Annual criterion-referenced target percentage		75%

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%	16%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	26%
	Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (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	-	-	-	-	-	-
	Achievement total	0	8	67.5	-	-	-
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	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	-	-	-
Weighted total		1.2	7.6	-	-	-	-
Percentage of possible points		16%		-	-		-
Percentage of possible points by gradespan		16% Weight of non-high school results:100%			- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		16%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (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	3	4	-	-	-	-
	Science achievement	-	-	-	-	-	-
	Achievement total	3	8	67.5	-	-	-
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	1	4	-	-	-	-
	Growth total	3	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-
Weighted total		3.1	7.6	-	-	-	-
Percentage of possible points		41%		-	-		-
Percentage of possible points by gradespan		41% Weight of non-high school results:100%			- Weight of high school results:0%
2024 Annual criterion-referenced target percentage		41%

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	497.5	498.6	1.1	500.0	69	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	483.9	482.6	-1.3	486.2	30	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	487.3	480.4	-6.9	489.4	21	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	503.7	504.3	0.6	505.2	51	3	Path Forward: Met Target

English language arts achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	519.3	507.2	-12.1	520.3	25	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	7	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	7	-	-
Students with Disabilities	-	-	-	-	1	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	19	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	498.5	493.2	-5.3	500.0	69	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	487.7	481.3	-6.4	490.2	30	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	489.5	479.7	-9.8	491.9	21	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	501.7	498.4	-3.3	503.4	51	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	512.7	498.8	-13.9	514.9	25	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	7	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	7	-	-
Students with Disabilities	-	-	-	-	1	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	19	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	492.7	498.6	5.9	494.9	42	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	19	-	-
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	500.6	502.7	2.1	502.8	29	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	516.6	491.7	-24.9	517.6	22	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	6	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	6	-	-
Students with Disabilities	-	-	-	-	1	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	16	-	-

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	51.6	65	3	Typical Growth - High
Lowest Performing	-	-	-	-
High Needs	47.4	26	2	Typical Growth - Low
English Learners and Former English Learners	-	7	-	-
Low Income	-	17	-	-
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	4	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	56.2	50	3	Typical Growth - High

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	45.8	24	2	Typical Growth - Low
Lowest Performing	-	-	-	-
High Needs	-	7	-	-
English Learners and Former English Learners	-	-	-	-
Low Income	-	7	-	-
Students with Disabilities	-	1	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	-	18	-	-

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	35.6	66	1	Low Growth
Lowest Performing	-	-	-	-
High Needs	42.8	27	2	Typical Growth - Low
English Learners and Former English Learners	-	8	-	-
Low Income	-	18	-	-
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	4	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	37.3	50	1	Low Growth

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	55.1	24	3	Typical Growth - High
Lowest Performing	-	-	-	-
High Needs	-	7	-	-
English Learners and Former English Learners	-	-	-	-
Low Income	-	7	-	-
Students with Disabilities	-	1	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	-	18	-	-

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	94.9	95.3	0.4	95.0	43	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	13	-	-
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	12	-	-
Students with Disabilities	-	-	-	-	1	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	31	-	-

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	97.3	94.9	-2.4	95.0	39	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	15	-	-
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	12	-	-
Students with Disabilities	-	-	-	-	6	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	4	-	-
White	-	-	-	-	30	-	-

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.6	0.7	0.1	1.0	140	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	41	-	-
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	27	-	-
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	-	-	-	-	104	-	-

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	-	-	-	-	-	-	-

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 - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	13.9	13.7	-0.2	12.8	73	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	22.9	20.6	-2.3	20.8	34	3	Met Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	24.0	28.0	4.0	19.7	25	0	Declined
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	12.5	11.5	-1.0	11.3	52	3	Met Target

Chronic absenteeism - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	12.2	12.8	0.6	11.1	133	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	52	-	-
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	-	-	-	-	41	-	-
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	22	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	-	-	-	-	91	-	-

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	78.4	82.9	4.5	80.5	82	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	31	-	-
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	21	-	-
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	57	-	-

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	98	98	100	Yes	1	98	98	100	Yes	1	68	68	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	40	40	40	40	27	27	107	107	100	Yes	1
English Learners and Former English Learners	10	10	10	10	5	5	25	-	-	-	-
Low Income	31	31	31	31	21	21	83	83	100	Yes	1
Students with Disabilities	17	17	17	17	11	11	45	-	-	-	-
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	5	5	5	5	4	4	14	-	-	-	-
Black or African American	2	2	2	2	1	1	5	-	-	-	-
Hispanic or Latino	14	14	14	14	9	9	37	-	-	-	-
Multi-Race, Not Hispanic or Latino	2	2	2	2	2	2	6	-	-	-	-
Native Hawaiian or Other Pacific Islander	2	2	2	2	2	2	6	-	-	-	-
White	72	72	72	72	49	49	193	193	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