Massachusetts School and District Profiles

Berkshire Arts and Technology Charter Public School

Districts
Schools

2025

2025 Official Accountability Report - Berkshire Arts and Technology Charter Public School

Organization Information

DISTRICT NAME
Berkshire Arts and Technology Charter Public (District) (04140000)

TITLE I STATUS
Title I School

SCHOOL
Berkshire Arts and Technology Charter Public School (04140305)

GRADES SERVED
06,07,08,09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	36%	58%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	49%
	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	3	4	-	3	4	-	0	4	-	-	-	-
	Mathematics achievement	4	4	-	4	4	-	0	4	-	-	-	-
	Science achievement	4	4	-	-	-	-	0	4	-	-	-	-
	Achievement total	11	12	67.5	7	8	67.5	0	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	2	4	-	3	4	-	-	-	-
	Mathematics growth	2	4	-	3	4	-	3	4	-	-	-	-
	Growth total	4	8	22.5	5	8	22.5	6	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	-	4	4	-	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	4	4	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0	4	8	10.0	-	-	-
Weighted total		8.7	10.3	-	6.3	7.6	-	2.6	10.7	-	-	-	-
Percentage of possible points		85%		-	83%		-	24%		-	-		-
Percentage of possible points by gradespan		84% Weight of non-high school results:57%						24% Weight of high school results:43%
2025 Annual criterion-referenced target percentage		58%

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	-	-	-	-	4	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	3	4	-	-	-	-
	Achievement total	0	12	67.5	-	-	-	11	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	-	-	-	3	4	-	-	-	-
	Mathematics growth	0	4	-	-	-	-	3	4	-	-	-	-
	Growth total	2	8	22.5	-	-	-	6	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	1	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	0	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	-	-	-	-	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-	0	8	10.0	-	-	-
Weighted total		0.9	10.3	-	-	-	-	7.6	10.7	-	-	-	-
Percentage of possible points		9%		-	-		-	71%		-	-		-
Percentage of possible points by gradespan		9% Weight of non-high school results:56%						71% Weight of high school results:44%
2024 Annual criterion-referenced target percentage		36%

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	33%	61%
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		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	4	4	-	0	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	67.5	0	8	47.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	22.5	6	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		8.7	10.3	-	2.6	8.8	-
Percentage of possible points		85%		-	30%		-
Percentage of possible points by gradespan		85% Weight of non-high school results:57%			30% Weight of high school results:43%
2025 Annual criterion-referenced target percentage		61%

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	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	1	12	67.5	4	8	47.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	0	4	-	3	4	-
	Growth total	2	8	22.5	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	1	4	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	4	4	-
	High school completion total	-	-	-	5	8	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	2	4	-
	Additional indicators total	4	4	10.0	2	8	10.0
Weighted total		1.5	10.3	-	4.5	8.0	-
Percentage of possible points		15%		-	56%		-
Percentage of possible points by gradespan		15% Weight of non-high school results:56%			56% Weight of high school results:44%
2024 Annual criterion-referenced target percentage		33%

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	488.0	491.3	3.3	490.8	197	3	Recovery Path: Met Target
Lowest Performing	458.4	463.7	5.3	463.5	28	3	Path Forward: Met Target
High Needs	483.1	486.7	3.6	486.0	138	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	482.7	486.3	3.6	485.0	123	4	Recovery Path: Exceeded Target
Students with Disabilities	471.0	475.8	4.8	474.3	37	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	482.8	487.1	4.3	485.3	33	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.3	491.5	3.2	490.3	132	4	Recovery Path: Exceeded 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	512.8	500.9	-11.9	514.9	35	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	503.1	498.0	-5.1	506.4	28	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	507.1	498.2	-8.9	509.9	25	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	512.8	503.0	-9.8	516.6	26	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	482.2	486.8	4.6	484.9	194	4	Recovery Path: Exceeded Target
Lowest Performing	460.2	467.1	6.9	465.3	28	4	Path Forward: Exceeded Target
High Needs	479.3	482.4	3.1	482.1	135	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	478.5	482.3	3.8	481.8	120	3	Recovery Path: Met Target
Students with Disabilities	474.6	473.6	-1.0	478.0	36	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	480.1	484.4	4.3	482.7	31	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	483.2	487.1	3.9	485.9	131	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	499.7	489.0	-10.7	501.5	34	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	490.1	483.8	-6.3	494.2	26	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	492.6	483.8	-8.8	496.6	23	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.5	489.4	-11.1	502.2	25	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	492.0	496.4	4.4	494.1	66	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	13	-	-
High Needs	487.7	491.0	3.3	490.1	45	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	485.0	491.4	6.4	487.5	42	4	Recovery Path: Exceeded Target
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.8	495.6	-0.2	499.5	47	1	Path Forward: No Change

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	498.4	490.0	-8.4	502.3	32	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	25	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	22	-	-
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.8	491.5	-8.3	503.8	24	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	47.1	187	2	Typical Growth - Low
Lowest Performing	48.6	28	2	Typical Growth - Low
High Needs	48.4	133	2	Typical Growth - Low
English Learners and Former English Learners	-	13	-	-
Low Income	46.4	118	2	Typical Growth - Low
Students with Disabilities	57.8	35	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	18	-	-
Hispanic or Latino	46.4	29	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.9	126	2	Typical Growth - Low

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	50.6	32	3	Typical Growth - High
Lowest Performing	-	-	-	-
High Needs	53.2	26	3	Typical Growth - High
English Learners and Former English Learners	-	-	-	-
Low Income	52.6	24	3	Typical Growth - High
Students with Disabilities	-	11	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.3	23	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	47.7	183	2	Typical Growth - Low
Lowest Performing	53.0	28	3	Typical Growth - High
High Needs	47.4	131	2	Typical Growth - Low
English Learners and Former English Learners	-	13	-	-
Low Income	47.7	116	2	Typical Growth - Low
Students with Disabilities	43.2	34	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	18	-	-
Hispanic or Latino	42.0	28	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.9	124	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	50.9	31	3	Typical Growth - High
Lowest Performing	-	-	-	-
High Needs	50.3	24	3	Typical Growth - High
English Learners and Former English Learners	-	-	-	-
Low Income	47.9	22	2	Typical Growth - Low
Students with Disabilities	-	10	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.4	22	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	90.3	79.4	-10.9	92.8	34	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	85.7	76.9	-8.8	90.1	26	0	Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	25	-	-
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	23	-	-

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	90.7	93.5	2.8	92.8	31	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	85.7	90.5	4.8	89.4	21	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	19	-	-

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.6	4.4	3.8	1.0	159	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	1.1	4.0	2.9	1.0	101	0	Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	1.2	3.3	2.1	1.1	92	0	Declined
Students with Disabilities	-	-	-	-	35	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	-	-	-	-	25	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	1.0	5.6	4.6	1.0	108	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	30.2	26.9	-3.3	28.7	216	4	Exceeded Target
Lowest Performing	32.3	25.0	-7.3	27.7	28	4	Exceeded Target
High Needs	36.0	31.4	-4.6	33.6	153	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	37.4	34.3	-3.1	34.2	137	3	Met Target
Students with Disabilities	39.5	35.7	-3.8	35.9	42	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	32.3	48.8	16.5	28.1	41	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	31.1	20.7	-10.4	29.3	140	4	Exceeded Target

Chronic absenteeism - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	35.8	37.5	1.7	33.5	160	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	40.0	41.6	1.6	36.2	101	0	Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	38.5	41.1	2.6	33.4	90	0	Declined
Students with Disabilities	-	-	-	-	35	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	-	-	-	-	24	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	35.1	38.1	3.0	32.6	113	0	Declined

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	62.7	71.6	8.9	66.8	67	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	55.3	63.2	7.9	61.4	38	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	58.3	66.7	8.4	65.1	33	4	Exceeded Target
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	66.7	68.1	1.4	70.8	47	2	Improved Below 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	243	242	100	Yes	1	242	237	98	Yes	1	106	105	99	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	173	173	172	167	76	75	421	415	99	Yes	1
English Learners and Former English Learners	17	17	17	17	3	2	37	-	-	-	-
Low Income	153	153	152	147	69	69	374	369	99	Yes	1
Students with Disabilities	53	53	53	50	27	27	133	130	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	1	1	1	1	0	0	2	-	-	-	-
Black or African American	22	22	22	22	9	9	53	53	100	Yes	1
Hispanic or Latino	43	43	43	40	16	15	102	98	96	Yes	1
Multi-Race, Not Hispanic or Latino	13	13	13	13	6	6	32	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	164	163	163	161	75	75	402	399	99	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