Massachusetts School and District Profiles

Wahconah Regional High

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Schools

2025

2025 Official Accountability Report - Wahconah Regional High

Organization Information

DISTRICT NAME
Central Berkshire (06350000)

TITLE I STATUS
Title I School

SCHOOL
Wahconah Regional High (06350505)

GRADES SERVED
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	90%	25%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	51%
	Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All students (High school grades)			Lowest performing students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	0	12	47.5	0	12	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	22.5	7	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	7	12	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	6	8	10.0	0	4	10.0
Weighted total		3.6	10.7	-	1.6	10.3	-
Percentage of possible points		34%		-	16%		-
2025 Annual criterion-referenced target percentage		25%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All students (High school grades)			Lowest performing students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	4	4	-
	Achievement total	12	12	47.5	12	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	6	8	22.5	6	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	8	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	3	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	3	8	10.0	3	4	10.0
Weighted total		9.0	10.7	-	9.8	10.3	-
Percentage of possible points		84%		-	95%		-
2024 Annual criterion-referenced target percentage		90%

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%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	40%
	Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		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	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	7	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	4	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	-
	Advanced coursework completion	2	4	-
	Additional indicators total	6	8	10.0
Weighted total		3.0	10.7	-
Percentage of possible points		28%		-
2025 Annual criterion-referenced target percentage		28%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	3	4	-
	Science achievement	4	4	-
	Achievement total	9	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	4	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	1	4	-
	Annual dropout rate	0	4	-
	High school completion total	1	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	4	8	10.0
Weighted total		6.2	10.7	-
Percentage of possible points		58%		-
2024 Annual criterion-referenced target percentage		58%

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	502.6	499.6	-3.0	504.1	113	0	Path Forward: Declined
Lowest Performing	483.5	473.6	-9.9	488.6	22	0	Path Forward: Declined
High Needs	492.5	488.0	-4.5	495.1	54	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	494.0	488.2	-5.8	496.5	48	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.5	500.3	-3.2	505.6	100	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	503.4	498.7	-4.7	505.3	113	0	Path Forward: Declined
Lowest Performing	486.1	480.4	-5.7	491.2	22	0	Path Forward: Declined
High Needs	495.3	488.1	-7.2	499.1	54	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	497.7	488.4	-9.3	501.3	48	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.9	498.6	-5.3	506.5	100	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	503.3	501.8	-1.5	504.8	106	0	Recovery Path: Declined
Lowest Performing	483.5	480.0	-3.5	486.7	22	0	Path Forward: Declined
High Needs	492.3	490.0	-2.3	496.1	48	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	494.4	491.5	-2.9	496.5	44	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.6	501.9	-1.7	505.3	94	0	Path Forward: Declined

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	52.7	99	3	Typical Growth - High
Lowest Performing	51.5	22	3	Typical Growth - High
High Needs	52.6	47	3	Typical Growth - High
English Learners and Former English Learners	-	-	-	-
Low Income	50.6	41	3	Typical Growth - High
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.5	90	3	Typical Growth - High

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	64.2	97	4	Exceeded Typical Growth
Lowest Performing	60.1	22	4	Exceeded Typical Growth
High Needs	61.7	46	4	Exceeded Typical Growth
English Learners and Former English Learners	-	-	-	-
Low Income	60.5	41	4	Exceeded Typical Growth
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	63.9	88	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	95.7	93.2	-2.5	95.0	132	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	90.2	89.2	-1.0	93.7	74	0	Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	90.2	90.9	0.7	94.2	66	2	Improved Below Target
Students with Disabilities	-	-	-	-	21	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.3	92.2	-4.1	95.0	116	0	Declined

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.6	95.7	-0.9	95.0	115	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	93.1	90.2	-2.9	95.0	51	0	Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	92.7	90.2	-2.5	95.0	51	0	Declined
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.3	96.3	0.0	95.0	107	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.2	1.0	-0.2	1.1	482	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	2.6	1.0	-1.6	2.3	200	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	1.8	1.2	-0.6	1.6	173	4	Exceeded Target
Students with Disabilities	-	-	-	-	63	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	21	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	1.3	0.9	-0.4	1.2	432	4	Exceeded Target

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	21.0	18.5	-2.5	19.7	455	4	Exceeded Target
Lowest Performing	25.0	36.4	11.4	20.2	22	0	Declined
High Needs	32.9	28.8	-4.1	30.6	215	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	34.7	30.8	-3.9	30.1	182	2	Improved Below Target
Students with Disabilities	-	-	-	-	74	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	18.8	18.4	-0.4	17.4	412	2	Improved Below Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	72.8	73.9	1.1	76.1	226	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	61.3	62.4	1.1	66.6	101	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	63.4	65.4	2.0	70.1	81	2	Improved Below Target
Students with Disabilities	-	-	-	-	35	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	73.9	73.9	0.0	77.4	211	1	No Change

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	114	114	100	Yes	1	114	114	100	Yes	1	113	113	100	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	55	55	55	55	54	54	164	164	100	Yes	1
English Learners and Former English Learners	-	-	-	-	-	-	-	-	-	-	-
Low Income	49	49	49	49	48	48	146	146	100	Yes	1
Students with Disabilities	19	19	19	19	18	18	56	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	2	2	2	2	2	2	6	-	-	-	-
Black or African American	1	1	1	1	1	1	3	-	-	-	-
Hispanic or Latino	2	2	2	2	2	2	6	-	-	-	-
Multi-Race, Not Hispanic or Latino	9	9	9	9	8	8	26	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	100	100	100	100	100	100	300	300	100	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