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2025 Official Accountability Report - Turners Fall High
Organization Information
DISTRICT NAME
Gill-Montague (06740000)		TITLE I STATUS
Non-Title I School
SCHOOL
Turners Fall High (06740505)		GRADES SERVED
09,10,11,12
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low student group performance: White

Low participation rate: White -Low Income -High Needs -All Students
Progress toward improvement targetsAccountability percentile
47% - Moderate progress toward targets8

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage75%29%
Weight40%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 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 growth14----
Mathematics growth24----
Growth total3822.5---
High school completionFour-year cohort graduation rate34----
Extended engagement rate44----
Annual dropout rate44----
High school completion total111220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism24----
Advanced coursework completion04----
Additional indicators total2810.0---
Weighted total3.110.7----
Percentage of possible points 29%---
2025 Annual criterion-referenced target percentage29%

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----
Mathematics achievement44----
Science achievement44----
Achievement total121247.5---
GrowthEnglish language arts growth24----
Mathematics growth24----
Growth total4822.5---
High school completionFour-year cohort graduation rate44----
Extended engagement rate04----
Annual dropout rate24----
High school completion total61220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism04----
Advanced coursework completion24----
Additional indicators total2810.0---
Weighted total8.010.7----
Percentage of possible points 75%---
2024 Annual criterion-referenced target percentage75%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
11

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage41%23%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		31%
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 growth14-
Mathematics growth24-
Growth total3822.5
High school completionFour-year cohort graduation rate04-
Extended engagement rate44-
Annual dropout rate44-
High school completion total81220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism24-
Advanced coursework completion04-
Additional indicators total2810.0
Weighted total2.510.7-
Percentage of possible points 23%-
2025 Annual criterion-referenced target percentage23%

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 achievement04-
Mathematics achievement34-
Science achievement24-
Achievement total51247.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate44-
Extended engagement rate04-
Annual dropout rate04-
High school completion total41220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion34-
Additional indicators total3810.0
Weighted total4.410.7-
Percentage of possible points 41%-
2024 Annual criterion-referenced target percentage41%

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 495.6 480.3 -15.3 497.5 380Recovery Path: Declined
Lowest Performing-------
High Needs 489.7 477.3 -12.4 493.0 270Path Forward: Declined
English Learners and Former English Learners---- 3--
Low Income 490.8 479.7 -11.1 493.6 250Path Forward: Declined
Students with Disabilities---- 9--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 495.8 480.5 -15.3 497.6 280Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 498.8 484.2 -14.6 500.6 350Recovery Path: Declined
Lowest Performing-------
High Needs 493.0 482.1 -10.9 497.1 240Path Forward: Declined
English Learners and Former English Learners---- 3--
Low Income 493.0 482.5 -10.5 495.1 220Recovery Path: Declined
Students with Disabilities---- 8--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 500.9 482.1 -18.8 502.3 260Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 491.8 480.7 -11.1 494.3 320Recovery Path: Declined
Lowest Performing-------
High Needs 485.7 477.6 -8.1 488.5 210Path Forward: Declined
English Learners and Former English Learners---- 2--
Low Income---- 19--
Students with Disabilities---- 8--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 495.0 481.5 -13.5 496.6 240Recovery Path: Declined

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students 33.0 331Low Growth
Lowest Performing----
High Needs 33.9 231Low Growth
English Learners and Former English Learners- 2--
Low Income 35.0 211Low Growth
Students with Disabilities- 8--
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 34.6 251Low Growth

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students 47.2 312Typical Growth - Low
Lowest Performing----
High Needs 47.7 212Typical Growth - Low
English Learners and Former English Learners- 2--
Low Income- 19--
Students with Disabilities- 7--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 46.6 242Typical Growth - Low

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 82.1 84.7 2.6 84.6 593Met Target
Lowest Performing-------
High Needs 81.8 81.1 -0.7 86.2 370Declined
English Learners and Former English Learners-------
Low Income 80.6 79.4 -1.2 84.7 340Declined
Students with Disabilities---- 11--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 2--
Hispanic or Latino---- 9--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 82.1 85.7 3.6 84.4 424Exceeded Target

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students 76.7 87.2 10.5 78.8 394Exceeded Target
Lowest Performing-------
High Needs 70.6 87.9 17.3 74.3 334Exceeded Target
English Learners and Former English Learners---- 2--
Low Income 72.7 87.1 14.4 76.4 314Exceeded Target
Students with Disabilities---- 12--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 2--
Hispanic or Latino---- 7--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 80.6 85.7 5.1 82.7 284Exceeded Target

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 4.2 3.0 -1.2 3.8 1984Exceeded Target
Lowest Performing-------
High Needs 5.2 3.2 -2.0 4.7 1254Exceeded Target
English Learners and Former English Learners---- 8--
Low Income 3.9 3.5 -0.4 3.5 1153Met Target
Students with Disabilities---- 38--
American Indian or Alaska Native---- 1--
Asian-------
Black or African American---- 4--
Hispanic or Latino---- 38--
Multi-Race, Not Hispanic or Latino---- 20--
Native Hawaiian or Other Pacific Islander-------
White 4.7 2.2 -2.5 4.2 1354Exceeded 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 27.8 27.7 -0.1 25.5 2022Improved Below Target
Lowest Performing-------
High Needs 37.1 34.6 -2.5 33.3 1332Improved Below Target
English Learners and Former English Learners---- 15--
Low Income 35.3 33.9 -1.4 30.2 1242Improved Below Target
Students with Disabilities---- 41--
American Indian or Alaska Native---- 1--
Asian---- 1--
Black or African American---- 4--
Hispanic or Latino---- 38--
Multi-Race, Not Hispanic or Latino---- 15--
Native Hawaiian or Other Pacific Islander-------
White 27.5 28.0 0.5 25.0 1431No Change

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 60.0 54.2 -5.8 64.1 960Declined
Lowest Performing-------
High Needs 46.9 44.4 -2.5 53.0 630Declined
English Learners and Former English Learners---- 6--
Low Income 51.8 43.3 -8.5 58.6 600Declined
Students with Disabilities---- 15--
American Indian or Alaska Native---- 1--
Asian-------
Black or African American---- 2--
Hispanic or Latino---- 22--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 65.2 53.2 -12.0 69.3 620Declined

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 44 3994No 2 44 3688No 2 44 3791No 2

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 31 27 31 24 31 25 93 7688No2
English Learners and Former English Learners 3 3 3 3 3 2 9----
Low Income 28 25 28 22 28 23 84 7090No2
Students with Disabilities 11 9 11 8 11 8 33----
American Indian or Alaska Native-----------
Asian 1 0 1 0 1 0 3----
Black or African American-----------
Hispanic or Latino 7 6 7 6 7 6 21----
Multi-Race, Not Hispanic or Latino 5 4 5 3 5 4 15----
Native Hawaiian or Other Pacific Islander-----------
White 31 29 31 27 31 27 93 8392No2


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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