Massachusetts School and District Profiles

Ipswich High

Districts
Schools

2025

2025 Official Accountability Report - Ipswich High

Organization Information

DISTRICT NAME
Ipswich (01440000)

TITLE I STATUS
Non-Title I School

SCHOOL
Ipswich High (01440505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

School of Recognition

Progress toward improvement targets	Accountability percentile
50% - Substantial progress toward targets	71

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	30%	63%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	50%
	Substantial 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	4	4	-	2	4	-
	Mathematics achievement	4	4	-	0	4	-
	Science achievement	3	4	-	2	4	-
	Achievement total	11	12	47.5	4	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	22.5	4	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	-	4	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	8	8	10.0	4	4	10.0
Weighted total		9.4	10.7	-	4.0	10.3	-
Percentage of possible points		88%		-	39%		-
2025 Annual criterion-referenced target percentage		63%

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	-	0	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	2	12	47.5	2	12	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	3	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	3	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	10	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
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		4.4	10.7	-	2.0	10.3	-
Percentage of possible points		41%		-	19%		-
2024 Annual criterion-referenced target percentage		30%

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%	82%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	61%
	Substantial 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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	4	4	-
	Achievement total	12	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	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	4	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	8	8	10.0
Weighted total		8.8	10.7	-
Percentage of possible points		82%		-
2025 Annual criterion-referenced target percentage		82%

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	0	4	-
	Achievement total	2	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	4	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	4	4	-
	High school completion total	8	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		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	508.9	515.3	6.4	510.4	106	4	Path Forward: Exceeded Target
Lowest Performing	484.7	488.4	3.7	489.8	25	2	Path Forward: Improved Below Target
High Needs	488.1	501.3	13.2	490.7	23	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	512.3	517.0	4.7	514.4	89	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	508.8	514.5	5.7	510.7	106	4	Path Forward: Exceeded Target
Lowest Performing	487.6	486.2	-1.4	492.7	25	0	Path Forward: Declined
High Needs	492.2	501.4	9.2	496.0	23	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	512.0	516.5	4.5	514.6	89	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	508.1	508.7	0.6	509.7	100	3	Path Forward: Met Target
Lowest Performing	484.8	486.2	1.4	488.0	24	2	Path Forward: Improved Below Target
High Needs	489.0	499.5	10.5	492.8	21	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.6	509.7	-0.9	512.3	84	3	Path Forward: Met Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	48.1	102	2	Typical Growth - Low
Lowest Performing	43.7	25	2	Typical Growth - Low
High Needs	42.6	21	2	Typical Growth - Low
English Learners and Former English Learners	-	2	-	-
Low Income	-	14	-	-
Students with Disabilities	-	8	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.9	85	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	57.5	102	3	Typical Growth - High
Lowest Performing	44.2	25	2	Typical Growth - Low
High Needs	43.9	21	2	Typical Growth - Low
English Learners and Former English Learners	-	2	-	-
Low Income	-	14	-	-
Students with Disabilities	-	8	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	59.2	85	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	95.9	95.5	-0.4	95.0	132	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	90.0	87.5	-2.5	93.5	48	0	Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	34	-	-
Students with Disabilities	-	-	-	-	24	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.3	96.6	0.3	95.0	116	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	95.0	95.9	0.9	95.0	123	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	86.7	90.0	3.3	89.8	40	3	Met Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	31	-	-
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	95.9	96.3	0.4	95.0	109	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.8	0.2	-0.6	1.0	476	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	1.5	0.8	-0.7	1.4	129	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	79	-	-
Students with Disabilities	-	-	-	-	68	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	40	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.7	0.3	-0.4	1.0	400	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	7.5	7.3	-0.2	6.2	441	4	Exceeded Target
Lowest Performing	18.2	4.0	-14.2	13.4	25	4	Exceeded Target
High Needs	19.5	14.7	-4.8	17.2	129	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	-	-	-	-	88	-	-
Students with Disabilities	-	-	-	-	62	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	45	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.3	6.6	1.3	3.9	366	4	Exceeded Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	68.8	74.9	6.1	72.1	227	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	40.6	49.2	8.6	45.9	65	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	-	-	-	-	40	-	-
Students with Disabilities	-	-	-	-	35	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	70.6	75.9	5.3	74.1	195	4	Exceeded 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	109	108	99	Yes	1	109	108	99	Yes	1	109	106	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	25	25	25	25	25	23	75	73	97	Yes	1
English Learners and Former English Learners	4	4	4	4	4	2	12	-	-	-	-
Low Income	18	18	18	18	18	16	54	-	-	-	-
Students with Disabilities	9	9	9	9	9	8	27	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	4	4	12	-	-	-	-
Black or African American	-	-	-	-	-	-	-	-	-	-	-
Hispanic or Latino	10	9	10	9	10	7	30	-	-	-	-
Multi-Race, Not Hispanic or Latino	6	6	6	6	6	6	18	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	89	89	89	89	89	89	267	267	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