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Nipmuc Regional High
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2025 Official Accountability Report - Nipmuc Regional High
Organization Information
DISTRICT NAME
Mendon-Upton (07100000)		TITLE I STATUS
Non-Title I School
SCHOOL
Nipmuc Regional High (07100510)		GRADES SERVED
09,10,11,12
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
27% - Moderate progress toward targets73

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage28%26%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		27%
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 achievement04-04-
Mathematics achievement04-14-
Science achievement04-04-
Achievement total01247.511267.5
GrowthEnglish language arts growth34-44-
Mathematics growth34-34-
Growth total6822.57822.5
High school completionFour-year cohort graduation rate04----
Extended engagement rate44----
Annual dropout rate34----
High school completion total71220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism14-04-
Advanced coursework completion34----
Additional indicators total4810.00410.0
Weighted total3.210.7-2.310.3-
Percentage of possible points 30%-22%-
2025 Annual criterion-referenced target percentage26%

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 achievement04-04-
Mathematics achievement04-04-
Science achievement04-04-
Achievement total01247.501267.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-24-
Growth total6822.54822.5
High school completionFour-year cohort graduation rate44----
Extended engagement rate44----
Annual dropout rate44----
High school completion total121220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion44----
Additional indicators total8810.04410.0
Weighted total4.610.7-1.310.3-
Percentage of possible points 43%-13%-
2024 Annual criterion-referenced target percentage28%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
59

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage33%25%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		28%
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 achievement24-
Science achievement04-
Achievement total21247.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
High school completionFour-year cohort graduation rate04-
Extended engagement rate04-
Annual dropout rate04-
High school completion total01220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism24-
Advanced coursework completion44-
Additional indicators total6810.0
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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01247.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
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 absenteeism44-
Advanced coursework completion44-
Additional indicators total8810.0
Weighted total3.510.7-
Percentage of possible points 33%-
2024 Annual criterion-referenced target percentage33%

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 509.9 505.2 -4.7 512.3 1160Recovery Path: Declined
Lowest Performing 484.4 483.3 -1.1 488.0 260Path Forward: Declined
High Needs 492.8 491.4 -1.4 494.7 340Path Forward: Declined
English Learners and Former English Learners---- 3--
Low Income---- 22--
Students with Disabilities---- 19--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 3--
Hispanic or Latino---- 8--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 512.5 506.8 -5.7 515.1 1000Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 502.6 500.5 -2.1 505.2 1140Recovery Path: Declined
Lowest Performing 480.4 480.1 -0.3 483.7 261Path Forward: No Change
High Needs 487.4 489.4 2.0 490.0 332Recovery Path: Improved Below Target
English Learners and Former English Learners---- 3--
Low Income---- 21--
Students with Disabilities---- 19--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 3--
Hispanic or Latino---- 7--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 504.1 501.8 -2.3 506.8 990Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 508.9 499.8 -9.1 512.6 1080Recovery Path: Declined
Lowest Performing 487.1 470.2 -16.9 489.7 260Path Forward: Declined
High Needs 492.5 489.7 -2.8 494.8 310Path Forward: Declined
English Learners and Former English Learners---- 1--
Low Income---- 19--
Students with Disabilities---- 19--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 3--
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 511.1 500.6 -10.5 513.9 950Recovery Path: Declined

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students 58.6 1083Typical Growth - High
Lowest Performing 60.2 264Exceeded Typical Growth
High Needs 58.8 313Typical Growth - High
English Learners and Former English Learners- 2--
Low Income- 20--
Students with Disabilities- 17--
American Indian or Alaska Native----
Asian- 3--
Black or African American- 3--
Hispanic or Latino- 7--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 59.3 933Typical Growth - High

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students 54.9 1063Typical Growth - High
Lowest Performing 51.0 263Typical Growth - High
High Needs 47.7 302Typical Growth - Low
English Learners and Former English Learners- 2--
Low Income- 19--
Students with Disabilities- 17--
American Indian or Alaska Native----
Asian- 3--
Black or African American- 3--
Hispanic or Latino- 6--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 55.9 923Typical Growth - High

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 97.9 92.4 -5.5 95.0 1580Declined
Lowest Performing-------
High Needs 93.3 83.9 -9.4 95.0 620Declined
English Learners and Former English Learners---- 5--
Low Income---- 41--
Students with Disabilities---- 31--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 17--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 97.6 94.8 -2.8 95.0 1343Met Target

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students 100.0 97.9 -2.1 95.0 1424Exceeded Target
Lowest Performing-------
High Needs 100.0 93.3 -6.7 95.0 450Declined
English Learners and Former English Learners---- 1--
Low Income---- 31--
Students with Disabilities---- 22--
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 1--
Hispanic or Latino---- 7--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 100.0 97.6 -2.4 95.0 1234Exceeded Target

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 0.0 0.9 0.9 1.0 5563Met Target
Lowest Performing-------
High Needs 0.0 2.0 2.0 1.0 1520Declined
English Learners and Former English Learners---- 8--
Low Income---- 80--
Students with Disabilities---- 86--
American Indian or Alaska Native-------
Asian---- 11--
Black or African American---- 5--
Hispanic or Latino---- 43--
Multi-Race, Not Hispanic or Latino---- 16--
Native Hawaiian or Other Pacific Islander-------
White 0.0 0.8 0.8 1.0 4813Met 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 18.3 18.8 0.5 17.2 5361No Change
Lowest Performing 20.8 23.1 2.3 16.8 260Declined
High Needs 30.4 29.4 -1.0 27.3 1532Improved Below Target
English Learners and Former English Learners---- 22--
Low Income---- 95--
Students with Disabilities---- 79--
American Indian or Alaska Native-------
Asian---- 15--
Black or African American---- 4--
Hispanic or Latino---- 46--
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 16.5 18.2 1.7 15.1 4610Declined

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 81.4 83.8 2.4 83.5 2713Met Target
Lowest Performing-------
High Needs 60.7 68.1 7.4 66.7 694Exceeded Target
English Learners and Former English Learners---- 7--
Low Income---- 45--
Students with Disabilities---- 30--
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 1--
Hispanic or Latino---- 25--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 81.8 85.7 3.9 84.3 2314Exceeded 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 120 120100Yes 1 117 117100Yes 1 117 11598Yes 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 37 37 36 36 36 35 109 10899Yes1
English Learners and Former English Learners 5 5 5 5 5 5 15----
Low Income 24 24 23 23 23 22 70 6999Yes1
Students with Disabilities 19 19 19 19 19 19 57----
American Indian or Alaska Native-----------
Asian 4 4 3 3 3 3 10----
Black or African American 3 3 3 3 3 3 9----
Hispanic or Latino 10 10 9 9 9 9 28----
Multi-Race, Not Hispanic or Latino 2 2 2 2 2 2 6----
Native Hawaiian or Other Pacific Islander-----------
White 101 101 100 100 100 98 301 29999Yes1


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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