Massachusetts School and District Profiles

Four Rivers Charter Public School

Districts
Schools

2025

2025 Official Accountability Report - Four Rivers Charter Public School

Organization Information

DISTRICT NAME
Four Rivers Charter Public (District) (04130000)

TITLE I STATUS
Title I School

SCHOOL
Four Rivers Charter Public School (04130505)

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

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: White -Students with Disabilities -Low Income -High Needs -All Students

Progress toward improvement targets	Accountability percentile
58% - Substantial progress toward targets	82

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	42%	69%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	58%
	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	-	-	-	-	4	4	-	-	-	-
	Mathematics achievement	3	4	-	-	-	-	4	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	4	4	-	-	-	-
	Achievement total	5	12	67.5	-	-	-	12	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	-	-	-	4	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-	4	4	-	-	-	-
	Growth total	4	8	22.5	-	-	-	8	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	0	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	1	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	4	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	5	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	-	-	-	3	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-	3	8	10.0	-	-	-
Weighted total		4.7	10.3	-	-	-	-	8.8	10.7	-	-	-	-
Percentage of possible points		46%		-	-		-	82%		-	-		-
Percentage of possible points by gradespan		46% Weight of non-high school results:35%						82% Weight of high school results:65%
2025 Annual criterion-referenced target percentage		69%

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	0	4	-	-	-	-	2	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	0	4	-	-	-	-
	Achievement total	0	12	67.5	-	-	-	6	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	-	-	-	4	4	-	-	-	-
	Mathematics growth	1	4	-	-	-	-	4	4	-	-	-	-
	Growth total	3	8	22.5	-	-	-	8	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	1	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	4	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	3	4	-	-	-	-	3	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	-	-	-	3	4	10.0	-	-	-
Weighted total		1.0	10.3	-	-	-	-	6.2	10.3	-	-	-	-
Percentage of possible points		10%		-	-		-	60%		-	-		-
Percentage of possible points by gradespan		10% Weight of non-high school results:36%						60% Weight of high school results:64%
2024 Annual criterion-referenced target percentage		42%

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	12%	71%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	47%
	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	3	4	-	-	-	-
	Mathematics achievement	3	4	-	-	-	-
	Science achievement	-	-	-	-	-	-
	Achievement total	6	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	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-
Weighted total		5.4	7.6	-	-	-	-
Percentage of possible points		71%		-	-		-
Percentage of possible points by gradespan		71% Weight of non-high school results:100%			- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		71%

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	0	4	-	-	-	-
	Science achievement	-	-	-	-	-	-
	Achievement total	0	8	67.5	-	-	-
Growth	English language arts growth	1	4	-	-	-	-
	Mathematics growth	1	4	-	-	-	-
	Growth total	2	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		0.9	7.6	-	-	-	-
Percentage of possible points		12%		-	-		-
Percentage of possible points by gradespan		12% Weight of non-high school results:100%			- Weight of high school results:0%
2024 Annual criterion-referenced target percentage		12%

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	492.7	495.4	2.7	496.5	66	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	482.0	484.7	2.7	484.3	33	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	484.1	485.2	1.1	486.2	25	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	21	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.4	498.2	2.8	498.4	58	3	Recovery Path: 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	524.9	518.7	-6.2	525.9	29	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	13	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	12	-	-
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	524.6	519.7	-4.9	525.9	27	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	488.8	490.8	2.0	490.9	69	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	481.4	484.0	2.6	483.9	34	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	482.4	485.4	3.0	484.8	26	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.9	492.5	1.6	492.8	61	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	506.5	514.9	8.4	507.6	26	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	11	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	10	-	-
Students with Disabilities	-	-	-	-	6	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.7	517.1	10.4	507.8	24	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	495.7	492.9	-2.8	498.6	34	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	15	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.2	497.2	-1.0	500.4	30	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	506.0	513.6	7.6	508.4	25	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	10	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	9	-	-
Students with Disabilities	-	-	-	-	6	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.6	513.8	8.2	506.9	24	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	44.9	57	2	Typical Growth - Low
Lowest Performing	-	-	-	-
High Needs	45.2	30	2	Typical Growth - Low
English Learners and Former English Learners	-	-	-	-
Low Income	41.7	22	2	Typical Growth - Low
Students with Disabilities	-	18	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.9	49	2	Typical Growth - Low

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	69.3	27	4	Exceeded Typical Growth
Lowest Performing	-	-	-	-
High Needs	-	11	-	-
English Learners and Former English Learners	-	-	-	-
Low Income	-	10	-	-
Students with Disabilities	-	7	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	69.7	25	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	43.1	61	2	Typical Growth - Low
Lowest Performing	-	-	-	-
High Needs	48.3	32	2	Typical Growth - Low
English Learners and Former English Learners	-	-	-	-
Low Income	48.0	24	2	Typical Growth - Low
Students with Disabilities	-	18	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.3	53	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	72.1	25	4	Exceeded Typical Growth
Lowest Performing	-	-	-	-
High Needs	-	10	-	-
English Learners and Former English Learners	-	-	-	-
Low Income	-	9	-	-
Students with Disabilities	-	5	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	71.9	23	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	91.9	86.2	-5.7	93.0	29	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	10	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	9	-	-
Students with Disabilities	-	-	-	-	2	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	90.6	84.6	-6.0	91.7	26	0	Declined

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	91.9	91.9	0.0	92.9	37	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	18	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	-	-	-	-	4	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	93.5	90.6	-2.9	94.5	32	0	Declined

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.4	0.7	-0.7	1.3	137	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	57	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	47	-	-
Students with Disabilities	-	-	-	-	24	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	1.6	0.9	-0.7	1.4	117	4	Exceeded Target

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	18.5	12.8	-5.7	17.4	78	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	24.3	17.5	-6.8	22.2	40	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	21.9	18.8	-3.1	17.6	32	2	Improved Below Target
Students with Disabilities	-	-	-	-	21	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	19.4	10.1	-9.3	18.2	69	4	Exceeded Target

Chronic absenteeism - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	25.2	24.1	-1.1	24.1	145	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	69	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	51	-	-
Students with Disabilities	-	-	-	-	35	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	22.7	23.0	0.3	21.3	126	1	No Change

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	90.5	71.6	-18.9	92.6	74	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	31	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	23	-	-
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	89.5	72.3	-17.2	92.0	65	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	106	98	93	No	2	104	98	94	No	1	68	62	92	No	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	53	48	51	47	32	27	136	122	90	No	1
English Learners and Former English Learners	-	-	-	-	-	-	-	-	-	-	-
Low Income	44	39	42	38	29	24	115	101	91	No	2
Students with Disabilities	30	30	28	26	17	14	75	70	93	No	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-	-	-	-	-
Hispanic or Latino	9	9	8	8	6	5	23	-	-	-	-
Multi-Race, Not Hispanic or Latino	2	2	2	2	1	1	5	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	95	87	94	88	61	56	250	231	93	No	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