Massachusetts School and District Profiles

Masconomet Regional High School

Districts
Schools

2025

2025 Official Accountability Report - Masconomet Regional High School

Organization Information

DISTRICT NAME
Masconomet (07050000)

TITLE I STATUS
Non-Title I School

SCHOOL
Masconomet Regional High School (07050505)

GRADES SERVED
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 -High Needs

Progress toward improvement targets	Accountability percentile
38% - Moderate progress toward targets	77

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	43%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	38%
	Moderate 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	3	4	-	0	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	6	12	47.5	0	12	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	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	12	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	1	8	10.0	2	4	10.0
Weighted total		6.3	10.7	-	1.1	10.3	-
Percentage of possible points		59%		-	11%		-
2025 Annual criterion-referenced target percentage		35%

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	0	4	-	2	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	0	4	-	2	4	-
	Achievement total	3	12	47.5	4	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	22.5	4	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	12	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	0	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	4	8	10.0	0	4	10.0
Weighted total		5.4	10.7	-	3.6	10.3	-
Percentage of possible points		51%		-	35%		-
2024 Annual criterion-referenced target percentage		43%

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	22%	36%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	30%
	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	1	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	1	12	47.5
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	4	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	3	4	-
	High school completion total	11	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	2	8	10.0
Weighted total		3.8	10.7	-
Percentage of possible points		36%		-
2025 Annual criterion-referenced target percentage		36%

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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	47.5
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	0	4	-
	Extended engagement rate	3	4	-
	Annual dropout rate	4	4	-
	High school completion total	7	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	0	8	10.0
Weighted total		2.3	10.7	-
Percentage of possible points		22%		-
2024 Annual criterion-referenced target percentage		22%

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	512.8	511.9	-0.9	513.8	226	3	Path Forward: Met Target
Lowest Performing	494.9	490.4	-4.5	498.5	54	0	Path Forward: Declined
High Needs	498.2	498.0	-0.2	500.1	42	1	Path Forward: No Change
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	493.6	493.2	-0.4	495.5	30	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.2	511.5	-1.7	514.5	201	3	Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	512.2	509.1	-3.1	513.4	226	3	Recovery Path: Met Target
Lowest Performing	490.2	484.7	-5.5	493.5	54	0	Path Forward: Declined
High Needs	495.4	491.4	-4.0	498.1	42	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	488.3	489.2	0.9	490.8	30	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	512.6	508.8	-3.8	513.6	201	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	509.6	506.8	-2.8	512.7	223	0	Recovery Path: Declined
Lowest Performing	491.2	488.2	-3.0	493.8	54	0	Path Forward: Declined
High Needs	497.4	490.2	-7.2	500.4	42	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	492.8	487.8	-5.0	495.8	30	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.7	506.3	-3.4	511.7	200	0	Recovery Path: Declined

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	49.7	221	2	Typical Growth - Low
Lowest Performing	45.0	54	2	Typical Growth - Low
High Needs	47.2	42	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	-	17	-	-
Students with Disabilities	45.5	30	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	11	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.2	197	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	48.5	222	2	Typical Growth - Low
Lowest Performing	41.5	54	2	Typical Growth - Low
High Needs	47.7	42	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	-	17	-	-
Students with Disabilities	49.8	30	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	11	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.9	198	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	97.1	98.0	0.9	95.0	250	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	93.7	95.8	2.1	95.0	72	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	43	-	-
Students with Disabilities	92.5	94.9	2.4	95.0	39	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	96.8	97.8	1.0	95.0	224	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.2	98.2	0.0	95.0	273	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	95.0	95.8	0.8	95.0	95	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	45	-	-
Students with Disabilities	91.1	95.5	4.4	94.7	67	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.0	98.0	0.0	95.0	249	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.3	0.1	-0.2	1.0	975	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.5	0.5	0.0	1.0	205	3	Met Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	94	-	-
Students with Disabilities	0.6	0.7	0.1	1.0	142	3	Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	34	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	40	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	0.3	0.1	-0.2	1.0	867	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	15.0	18.2	3.2	13.9	927	0	Declined
Lowest Performing	20.0	18.5	-1.5	16.0	54	2	Improved Below Target
High Needs	29.4	32.5	3.1	26.3	212	0	Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	-	-	-	-	92	-	-
Students with Disabilities	25.0	27.2	2.2	21.1	147	0	Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	31	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	38	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	33	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	14.1	18.3	4.2	12.7	814	0	Declined

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	75.3	74.9	-0.4	77.4	471	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	42.6	43.0	0.4	48.6	100	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	47	-	-
Students with Disabilities	30.9	38.0	7.1	38.6	71	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	75.5	76.6	1.1	78.0	415	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	234	229	98	Yes	1	234	228	97	Yes	1	234	230	98	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	47	44	47	43	47	44	141	131	94	No	2
English Learners and Former English Learners	3	3	3	2	3	2	9	-	-	-	-
Low Income	18	18	18	17	18	17	54	-	-	-	-
Students with Disabilities	33	30	33	30	33	31	99	91	92	No	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	12	12	12	12	12	12	36	-	-	-	-
Black or African American	1	1	1	1	1	0	3	-	-	-	-
Hispanic or Latino	7	7	7	6	7	6	21	-	-	-	-
Multi-Race, Not Hispanic or Latino	6	6	6	6	6	6	18	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	207	202	207	202	207	205	621	609	98	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