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Ayer Shirley Regional High School
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2025 Official Accountability Report - Ayer Shirley Regional High School
Organization Information
DISTRICT NAME
Ayer Shirley School District (06160000)		TITLE I STATUS
Title I School
SCHOOL
Ayer Shirley Regional High School (06160505)		GRADES SERVED
09,10,11,12
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
52% - Substantial progress toward targets53

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage84%30%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		52%
Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator All students
(High school grades)		 Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04----
Mathematics achievement04----
Science achievement04----
Achievement total01247.5---
GrowthEnglish language arts growth34----
Mathematics growth24----
Growth total5822.5---
High school completionFour-year cohort graduation rate44----
Extended engagement rate44----
Annual dropout rate04----
High school completion total81220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism24----
Advanced coursework completion34----
Additional indicators total5810.0---
Weighted total3.210.7----
Percentage of possible points 30%---
2025 Annual criterion-referenced target percentage30%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All students
(High school grades)		 Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-44-
Mathematics achievement34-34-
Science achievement44-44-
Achievement total111247.5111267.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5822.55822.5
High school completionFour-year cohort graduation rate44----
Extended engagement rate04----
Annual dropout rate44----
High school completion total81220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion34----
Additional indicators total7810.04410.0
Weighted total8.710.7-9.010.3-
Percentage of possible points 81%-87%-
2024 Annual criterion-referenced target percentage84%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
48

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage65%25%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		41%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01247.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
High school completionFour-year cohort graduation rate44-
Extended engagement rate44-
Annual dropout rate04-
High school completion total81220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion04-
Additional indicators total0810.0
Weighted total2.710.7-
Percentage of possible points 25%-
2025 Annual criterion-referenced target percentage25%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-
Mathematics achievement04-
Science achievement44-
Achievement total71247.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
High school completionFour-year cohort graduation rate44-
Extended engagement rate04-
Annual dropout rate44-
High school completion total81220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion44-
Additional indicators total8810.0
Weighted total6.910.7-
Percentage of possible points 65%-
2024 Annual criterion-referenced target percentage65%

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 515.5 504.2 -11.3 517.0 930Path Forward: Declined
Lowest Performing---- 19--
High Needs 502.9 491.5 -11.4 505.5 330Path Forward: Declined
English Learners and Former English Learners---- 2--
Low Income 506.3 495.5 -10.8 508.8 270Path Forward: Declined
Students with Disabilities---- 12--
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 8--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander---- 1--
White 517.9 505.5 -12.4 520.4 660Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 500.6 494.2 -6.4 502.1 910Recovery Path: Declined
Lowest Performing---- 19--
High Needs 489.4 482.1 -7.3 493.2 320Path Forward: Declined
English Learners and Former English Learners---- 2--
Low Income 490.8 483.6 -7.2 494.4 260Path Forward: Declined
Students with Disabilities---- 11--
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 8--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander---- 1--
White 502.1 495.5 -6.6 504.1 640Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 508.0 505.0 -3.0 510.6 860Recovery Path: Declined
Lowest Performing---- 19--
High Needs 496.5 490.0 -6.5 500.3 300Path Forward: Declined
English Learners and Former English Learners-------
Low Income 497.1 492.7 -4.4 500.4 240Path Forward: Declined
Students with Disabilities---- 11--
American Indian or Alaska Native---- 1--
Asian---- 3--
Black or African American---- 7--
Hispanic or Latino---- 12--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander---- 1--
White 509.7 504.9 -4.8 512.3 620Recovery Path: Declined

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students 56.1 863Typical Growth - High
Lowest Performing- 19--
High Needs 55.5 303Typical Growth - High
English Learners and Former English Learners- 1--
Low Income 58.8 263Typical Growth - High
Students with Disabilities- 10--
American Indian or Alaska Native- 1--
Asian- 3--
Black or African American- 6--
Hispanic or Latino- 13--
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander- 1--
White 56.5 623Typical Growth - High

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students 41.9 842Typical Growth - Low
Lowest Performing- 19--
High Needs 42.2 292Typical Growth - Low
English Learners and Former English Learners- 1--
Low Income 44.2 252Typical Growth - Low
Students with Disabilities- 9--
American Indian or Alaska Native- 1--
Asian- 3--
Black or African American- 6--
Hispanic or Latino- 13--
Multi-Race, Not Hispanic or Latino----
Native Hawaiian or Other Pacific Islander- 1--
White 42.7 602Typical Growth - Low

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 92.3 96.8 4.5 94.3 944Exceeded Target
Lowest Performing-------
High Needs 84.8 94.5 9.7 88.3 554Exceeded Target
English Learners and Former English Learners---- 4--
Low Income 84.6 93.9 9.3 88.6 494Exceeded Target
Students with Disabilities---- 17--
American Indian or Alaska Native---- 1--
Asian---- 6--
Black or African American---- 2--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander---- 1--
White 94.4 98.5 4.1 95.0 674Exceeded Target

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students 87.2 93.4 6.2 88.7 914Exceeded Target
Lowest Performing-------
High Needs 78.9 87.0 8.1 82.0 464Exceeded Target
English Learners and Former English Learners---- 3--
Low Income 73.3 87.2 13.9 76.9 394Exceeded Target
Students with Disabilities---- 12--
American Indian or Alaska Native---- 1--
Asian-------
Black or African American---- 4--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 86.0 94.4 8.4 87.4 714Exceeded Target

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 0.5 1.2 0.7 1.0 4120Declined
Lowest Performing-------
High Needs 1.4 3.1 1.7 1.3 1630Declined
English Learners and Former English Learners---- 11--
Low Income 0.9 3.5 2.6 1.0 1150Declined
Students with Disabilities---- 69--
American Indian or Alaska Native---- 4--
Asian---- 16--
Black or African American---- 26--
Hispanic or Latino---- 64--
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander---- 2--
White 0.3 1.4 1.1 1.0 2900Declined

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 13.7 13.1 -0.6 12.4 4262Improved Below Target
Lowest Performing---- 19--
High Needs 22.9 24.4 1.5 20.6 1720Declined
English Learners and Former English Learners---- 31--
Low Income 25.4 28.4 3.0 20.8 1340Declined
Students with Disabilities---- 64--
American Indian or Alaska Native---- 2--
Asian---- 14--
Black or African American---- 39--
Hispanic or Latino---- 69--
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander---- 1--
White 13.5 12.5 -1.0 12.1 2893Met Target

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 65.8 69.9 4.1 69.1 2293Met Target
Lowest Performing-------
High Needs 51.0 48.3 -2.7 56.3 890Declined
English Learners and Former English Learners---- 13--
Low Income 52.2 49.2 -3.0 58.9 630Declined
Students with Disabilities---- 37--
American Indian or Alaska Native---- 1--
Asian---- 7--
Black or African American---- 23--
Hispanic or Latino---- 37--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 71.2 75.2 4.0 74.7 1533Met Target

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 99 9899Yes 1 99 9697Yes 1 99 9899Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 36 35 36 34 36 35 108 10496Yes1
English Learners and Former English Learners 2 2 2 2 2 2 6----
Low Income 29 28 29 27 29 29 87 8497Yes1
Students with Disabilities 13 13 13 12 13 12 39----
American Indian or Alaska Native 1 1 1 1 1 1 3----
Asian 3 3 3 3 3 3 9----
Black or African American 9 9 9 9 9 8 27----
Hispanic or Latino 15 15 15 15 15 15 45----
Multi-Race, Not Hispanic or Latino-----------
Native Hawaiian or Other Pacific Islander 1 1 1 1 1 1 3----
White 70 69 70 67 70 70 210 20698Yes1


About this report

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.


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