Massachusetts School and District Profiles

Monson High School

Districts
Schools

2025

2025 Official Accountability Report - Monson High School

Organization Information

DISTRICT NAME
Monson (01910000)

TITLE I STATUS
Title I School

SCHOOL
Monson High School (01910505)

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

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
38% - Moderate progress toward targets	48

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	64%	21%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	38%
	Moderate 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	0	4	-	0	4	-	0	4	-	-	-	-
	Mathematics achievement	0	4	-	4	4	-	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	0	4	-	-	-	-
	Achievement total	0	12	67.5	4	8	67.5	0	12	47.5	-	-	-
Growth	English language arts growth	1	4	-	2	4	-	3	4	-	-	-	-
	Mathematics growth	2	4	-	3	4	-	2	4	-	-	-	-
	Growth total	3	8	22.5	5	8	22.5	5	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	0	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	0	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	0	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	0	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	1	4	-	3	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	0	4	10.0	1	4	10.0	3	8	10.0	-	-	-
Weighted total		0.7	10.3	-	3.9	7.6	-	1.4	10.7	-	-	-	-
Percentage of possible points		7%		-	51%		-	13%		-	-		-
Percentage of possible points by gradespan		29% Weight of non-high school results:48%						13% Weight of high school results:52%
2025 Annual criterion-referenced target percentage		21%

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	4	4	-	-	-	-	2	4	-	-	-	-
	Mathematics achievement	1	4	-	-	-	-	2	4	-	-	-	-
	Science achievement	4	4	-	-	-	-	2	4	-	-	-	-
	Achievement total	9	12	67.5	-	-	-	6	12	47.5	-	-	-
Growth	English language arts growth	3	4	-	-	-	-	4	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-	4	4	-	-	-	-
	Growth total	5	8	22.5	-	-	-	8	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	0	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	4	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	4	4	-	-	-	-	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	4	4	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-	4	8	10.0	-	-	-
Weighted total		7.6	10.3	-	-	-	-	5.9	10.7	-	-	-	-
Percentage of possible points		74%		-	-		-	55%		-	-		-
Percentage of possible points by gradespan		74% Weight of non-high school results:47%						55% Weight of high school results:53%
2024 Annual criterion-referenced target percentage		64%

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	58%	9%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	29%
	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	0	4	-	-	-	-
	Achievement total	0	12	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	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-
Weighted total		0.9	10.3	-	-	-	-
Percentage of possible points		9%		-	-		-
Percentage of possible points by gradespan		9% Weight of non-high school results:100%			- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		9%

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	2	4	-	-	-	-
	Mathematics achievement	1	4	-	-	-	-
	Science achievement	4	4	-	-	-	-
	Achievement total	7	12	67.5	-	-	-
Growth	English language arts growth	3	4	-	-	-	-
	Mathematics growth	1	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	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-
Weighted total		6.0	10.3	-	-	-	-
Percentage of possible points		58%		-	-		-
Percentage of possible points by gradespan		58% Weight of non-high school results:100%			- Weight of high school results:0%
2024 Annual criterion-referenced target percentage		58%

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	494.3	489.5	-4.8	496.6	126	0	Path Forward: Declined
Lowest Performing	467.4	465.2	-2.2	472.5	20	0	Path Forward: Declined
High Needs	486.4	480.9	-5.5	489.3	64	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	491.0	482.1	-8.9	493.4	48	0	Path Forward: Declined
Students with Disabilities	476.2	469.9	-6.3	479.5	31	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.8	489.7	-6.1	498.2	104	0	Path Forward: Declined

English language arts achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	508.2	501.8	-6.4	510.3	38	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	18	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	508.7	500.5	-8.2	511.7	33	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	484.6	483.2	-1.4	487.1	125	0	Path Forward: Declined
Lowest Performing	461.4	469.2	7.8	466.5	20	4	Path Forward: Exceeded Target
High Needs	478.6	476.7	-1.9	481.3	64	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	482.1	477.1	-5.0	484.9	48	0	Path Forward: Declined
Students with Disabilities	469.4	471.9	2.5	472.8	31	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	486.0	483.3	-2.7	488.8	103	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	501.8	495.2	-6.6	503.8	39	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	17	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	12	-	-
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	502.7	492.5	-10.2	505.2	35	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	495.4	489.1	-6.3	499.0	66	0	Path Forward: Declined
Lowest Performing	-	-	-	-	20	-	-
High Needs	491.4	484.0	-7.4	495.2	41	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	493.9	487.3	-6.6	497.9	30	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.3	488.9	-9.4	502.0	55	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	498.4	490.4	-8.0	501.5	36	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	16	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	11	-	-
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	499.0	487.9	-11.1	501.5	31	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	35.9	123	1	Low Growth
Lowest Performing	43.4	20	2	Typical Growth - Low
High Needs	40.7	62	2	Typical Growth - Low
English Learners and Former English Learners	-	-	-	-
Low Income	39.5	46	1	Low Growth
Students with Disabilities	36.3	29	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	34.3	103	1	Low Growth

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	52.4	35	3	Typical Growth - High
Lowest Performing	-	-	-	-
High Needs	-	15	-	-
English Learners and Former English Learners	-	-	-	-
Low Income	-	12	-	-
Students with Disabilities	-	7	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	51.9	30	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	40.5	123	2	Typical Growth - Low
Lowest Performing	51.1	20	3	Typical Growth - High
High Needs	46.3	63	2	Typical Growth - Low
English Learners and Former English Learners	-	-	-	-
Low Income	46.7	47	2	Typical Growth - Low
Students with Disabilities	50.7	30	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	39.4	103	1	Low Growth

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	44.7	36	2	Typical Growth - Low
Lowest Performing	-	-	-	-
High Needs	-	14	-	-
English Learners and Former English Learners	-	-	-	-
Low Income	-	11	-	-
Students with Disabilities	-	7	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	42.1	32	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	87.2	83.7	-3.5	89.7	43	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	28	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	25	-	-
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	85.3	85.3	0.0	87.6	34	1	No Change

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	95.8	89.7	-6.1	95.0	39	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	23	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	21	-	-
Students with Disabilities	-	-	-	-	5	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.7	88.2	-8.5	95.0	34	0	Declined

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	2.6	4.6	2.0	2.3	153	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	71	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	55	-	-
Students with Disabilities	-	-	-	-	39	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	3.1	5.5	2.4	2.8	128	0	Declined

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	12.8	14.5	1.7	11.3	131	0	Declined
Lowest Performing	10.0	10.0	0.0	5.4	20	1	No Change
High Needs	16.7	26.9	10.2	14.3	67	0	Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	13.6	28.8	15.2	10.4	52	0	Declined
Students with Disabilities	25.7	29.4	3.7	22.1	34	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	11.4	13.8	2.4	9.6	109	0	Declined

Chronic absenteeism - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	23.6	21.8	-1.8	21.3	147	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	74	-	-
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	60	-	-
Students with Disabilities	-	-	-	-	38	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	21.4	18.6	-2.8	18.9	118	3	Met Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	67.7	57.8	-9.9	71.8	64	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	32	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	26	-	-
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	71.2	62.3	-8.9	75.3	53	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	167	164	98	Yes	1	171	165	96	Yes	1	111	103	95	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	84	82	86	82	62	57	232	221	95	Yes	1
English Learners and Former English Learners	1	1	1	1	1	1	3	-	-	-	-
Low Income	63	61	65	61	45	41	173	163	97	Yes	2
Students with Disabilities	42	40	43	40	31	27	116	107	95	Yes	2
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	2	2	3	3	1	1	6	-	-	-	-
Hispanic or Latino	16	16	16	16	9	9	41	-	-	-	-
Multi-Race, Not Hispanic or Latino	7	7	7	6	5	5	19	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	140	137	143	138	95	87	378	362	96	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