Massachusetts School and District Profiles

Martha's Vineyard Charter Public School

Districts
Schools

2025

2025 Official Accountability Report - Martha's Vineyard Charter Public School

Organization Information

DISTRICT NAME
Martha's Vineyard Charter Public School (District) (04660000)

TITLE I STATUS
Title I School

SCHOOL
Martha's Vineyard Charter Public School (04660550)

GRADES SERVED
K,01,02,03,04,05,06,07,08,09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Students with Disabilities -Low Income -High Needs -All Students

Progress toward improvement targets	Accountability percentile
29% - Moderate progress toward targets	72

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	11%	41%
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		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	-	2	4	-	-	-	-	-	-	-
	Mathematics achievement	0	4	-	2	4	-	-	-	-	-	-	-
	Science achievement	4	4	-	-	-	-	-	-	-	-	-	-
	Achievement total	4	12	67.5	4	8	67.5	-	-	-	-	-	-
Growth	English language arts growth	2	4	-	2	4	-	-	-	-	-	-	-
	Mathematics growth	2	4	-	2	4	-	-	-	-	-	-	-
	Growth total	4	8	22.5	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	-	0	4	-	-	-	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0	-	-	-	-	-	-
Weighted total		3.6	10.3	-	3.6	7.6	-	-	-	-	-	-	-
Percentage of possible points		35%		-	47%		-	-		-	-		-
Percentage of possible points by gradespan		41% Weight of non-high school results:100%						- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		41%

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	-	-	-	-	-	-	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-	-	-	-	-	-	-
	Science achievement	0	4	-	-	-	-	-	-	-	-	-	-
	Achievement total	0	12	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		1.1	10.3	-	-	-	-	-	-	-	-	-	-
Percentage of possible points		11%		-	-		-	-		-	-		-
Percentage of possible points by gradespan		11% Weight of non-high school results:100%						- Weight of high school results:0%
2024 Annual criterion-referenced target percentage		11%

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	23%	38%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	32%
	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	1	4	-	-	-	-
	Mathematics achievement	2	4	-	-	-	-
	Science achievement	-	-	-	-	-	-
	Achievement total	3	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	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-
Weighted total		2.9	7.6	-	-	-	-
Percentage of possible points		38%		-	-		-
Percentage of possible points by gradespan		38% Weight of non-high school results:100%			- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		38%

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	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	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		2.4	10.3	-	-	-	-
Percentage of possible points		23%		-	-		-
Percentage of possible points by gradespan		23% Weight of non-high school results:100%			- Weight of high school results:0%
2024 Annual criterion-referenced target percentage		23%

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	498.9	497.2	-1.7	501.2	88	0	Path Forward: Declined
Lowest Performing	476.7	479.0	2.3	481.8	20	2	Path Forward: Improved Below Target
High Needs	494.0	493.5	-0.5	496.9	46	1	Path Forward: No Change
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	493.6	494.5	0.9	496.0	30	2	Path Forward: Improved Below Target
Students with Disabilities	493.4	487.2	-6.2	496.7	27	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.9	499.2	-0.7	502.3	70	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	-	-	-	-	6	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	4	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	3	-	-
Students with Disabilities	-	-	-	-	2	-	-
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	-	-	-	-	-	-	-
White	-	-	-	-	3	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	491.2	489.5	-1.7	493.7	91	0	Path Forward: Declined
Lowest Performing	474.9	476.0	1.1	480.0	20	2	Path Forward: Improved Below Target
High Needs	487.2	487.5	0.3	489.9	49	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	487.0	488.2	1.2	489.8	33	2	Path Forward: Improved Below Target
Students with Disabilities	485.2	483.7	-1.5	488.6	28	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.2	491.1	-2.1	496.0	73	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	-	-	-	-	6	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	4	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	3	-	-
Students with Disabilities	-	-	-	-	2	-	-
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	-	-	-	-	-	-	-
White	-	-	-	-	3	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	498.1	505.5	7.4	501.7	26	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	6	-	-
High Needs	-	-	-	-	12	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	8	-	-
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.3	507.2	6.9	504.0	23	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	-	-	-	-	4	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	2	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	1	-	-
Students with Disabilities	-	-	-	-	2	-	-
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	-	-	-	-	3	-	-

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	46.5	74	2	Typical Growth - Low
Lowest Performing	45.1	20	2	Typical Growth - Low
High Needs	48.7	36	2	Typical Growth - Low
English Learners and Former English Learners	-	6	-	-
Low Income	51.9	22	3	Typical Growth - High
Students with Disabilities	44.0	22	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.9	61	2	Typical Growth - Low

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	-	6	-	-
Lowest Performing	-	-	-	-
High Needs	-	4	-	-
English Learners and Former English Learners	-	-	-	-
Low Income	-	3	-	-
Students with Disabilities	-	2	-	-
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	-	-	-	-
White	-	3	-	-

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	41.7	77	2	Typical Growth - Low
Lowest Performing	49.1	20	2	Typical Growth - Low
High Needs	41.7	39	2	Typical Growth - Low
English Learners and Former English Learners	-	6	-	-
Low Income	42.9	25	2	Typical Growth - Low
Students with Disabilities	40.6	23	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.7	64	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	-	6	-	-
Lowest Performing	-	-	-	-
High Needs	-	4	-	-
English Learners and Former English Learners	-	-	-	-
Low Income	-	3	-	-
Students with Disabilities	-	2	-	-
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	-	-	-	-
White	-	3	-	-

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	-	-	-	-	6	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	3	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	3	-	-
Students with Disabilities	-	-	-	-	3	-	-
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	-	-	-	-	5	-	-

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	-	-	-	-	9	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	7	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	5	-	-
Students with Disabilities	-	-	-	-	5	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	4	-	-

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	-	-	-	-	32	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	19	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	21	-	-

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	41.5	58.6	17.1	40.0	133	0	Declined
Lowest Performing	40.0	60.0	20.0	35.4	20	0	Declined
High Needs	45.0	59.5	14.5	42.6	74	0	Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	46.9	58.7	11.8	43.7	46	0	Declined
Students with Disabilities	46.7	68.2	21.5	43.1	44	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	41.8	61.4	19.6	40.0	101	0	Declined

Chronic absenteeism - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	38	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	23	-	-
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	26	-	-

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	14	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	9	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	7	-	-
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	8	-	-

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	99	95	Yes	2	107	102	95	Yes	1	34	32	94	No	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	58	53	59	56	16	15	133	124	94	No	2
English Learners and Former English Learners	7	7	8	7	1	1	16	-	-	-	-
Low Income	40	36	40	39	11	10	91	85	94	No	2
Students with Disabilities	32	29	33	30	9	9	74	68	92	No	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	1	1	1	1	0	0	2	-	-	-	-
Hispanic or Latino	10	10	11	10	2	2	23	-	-	-	-
Multi-Race, Not Hispanic or Latino	11	10	11	10	6	4	28	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	83	77	83	80	26	26	192	183	95	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