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Quaboag Regional High

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2025 Official Accountability Report - Quaboag Regional High

Organization Information
DISTRICT NAME
Quaboag Regional (07780000)
TITLE I STATUS
Title I School
SCHOOL
Quaboag Regional High (07780505)
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
26% - Moderate progress toward targets20

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage41%16%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)
26%
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 growth24----
Mathematics growth14----
Growth total3822.5---
High school completionFour-year cohort graduation rate14----
Extended engagement rate44----
Annual dropout rate04----
High school completion total51220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism04----
Advanced coursework completion04----
Additional indicators total0810.0---
Weighted total1.710.7----
Percentage of possible points 16%---
2025 Annual criterion-referenced target percentage16%

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 achievement24----
Mathematics achievement04----
Science achievement04----
Achievement total21247.5---
GrowthEnglish language arts growth44----
Mathematics growth24----
Growth total6822.5---
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 completion14----
Additional indicators total5810.0---
Weighted total4.410.7----
Percentage of possible points 41%---
2024 Annual criterion-referenced target percentage41%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
25

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage59%22%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)
37%
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 growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate24-
Extended engagement rate44-
Annual dropout rate04-
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 total2.310.7-
Percentage of possible points 22%-
2025 Annual criterion-referenced target percentage22%

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 achievement44-
Mathematics achievement04-
Science achievement34-
Achievement total71247.5
GrowthEnglish language arts growth44-
Mathematics growth14-
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 absenteeism24-
Advanced coursework completion04-
Additional indicators total2810.0
Weighted total6.310.7-
Percentage of possible points 59%-
2024 Annual criterion-referenced target percentage59%

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 511.9 493.7 -18.2 514.0 890Path Forward: Declined
Lowest Performing---- 20--
High Needs 507.4 483.1 -24.3 510.7 450Path Forward: Declined
English Learners and Former English Learners---- 2--
Low Income 507.3 482.1 -25.2 510.1 340Path Forward: Declined
Students with Disabilities---- 22--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 512.2 495.3 -16.9 515.2 750Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 495.2 487.4 -7.8 498.0 890Path Forward: Declined
Lowest Performing---- 20--
High Needs 490.4 480.8 -9.6 494.5 450Path Forward: Declined
English Learners and Former English Learners---- 2--
Low Income 490.3 480.1 -10.2 494.3 340Path Forward: Declined
Students with Disabilities---- 22--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 494.4 487.5 -6.9 497.3 750Path Forward: Declined

Science achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 497.3 483.7 -13.6 500.3 830Recovery Path: Declined
Lowest Performing---- 20--
High Needs 492.8 473.3 -19.5 495.0 420Recovery Path: Declined
English Learners and Former English Learners---- 2--
Low Income 492.9 473.7 -19.2 495.4 310Recovery Path: Declined
Students with Disabilities---- 21--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 497.3 485.2 -12.1 499.3 700Recovery Path: Declined

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students 43.1 812Typical Growth - Low
Lowest Performing- 20--
High Needs 41.7 392Typical Growth - Low
English Learners and Former English Learners- 1--
Low Income 37.2 291Low Growth
Students with Disabilities- 19--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 3--
Multi-Race, Not Hispanic or Latino- 8--
Native Hawaiian or Other Pacific Islander----
White 41.9 702Typical Growth - Low

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students 39.7 821Low Growth
Lowest Performing- 20--
High Needs 46.0 402Typical Growth - Low
English Learners and Former English Learners- 1--
Low Income 42.2 302Typical Growth - Low
Students with Disabilities- 20--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 3--
Multi-Race, Not Hispanic or Latino- 8--
Native Hawaiian or Other Pacific Islander----
White 38.8 711Low Growth

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 92.0 92.0 0.0 94.5 881No Change
Lowest Performing-------
High Needs 85.5 85.7 0.2 89.9 492Improved Below Target
English Learners and Former English Learners---- 1--
Low Income 85.2 86.0 0.8 89.3 432Improved Below Target
Students with Disabilities---- 17--
American Indian or Alaska Native---- 1--
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 95.1 92.2 -2.9 95.0 770Declined

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students 86.0 94.0 8.0 88.1 1004Exceeded Target
Lowest Performing-------
High Needs 80.6 89.1 8.5 84.3 554Exceeded Target
English Learners and Former English Learners---- 2--
Low Income 80.4 88.9 8.5 84.1 544Exceeded Target
Students with Disabilities---- 13--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 12--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 85.1 95.1 10.0 87.2 824Exceeded Target

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 0.6 1.5 0.9 1.0 3440Declined
Lowest Performing-------
High Needs 1.3 3.2 1.9 1.2 1560Declined
English Learners and Former English Learners---- 3--
Low Income 1.4 3.1 1.7 1.3 1290Declined
Students with Disabilities---- 60--
American Indian or Alaska Native---- 2--
Asian-------
Black or African American---- 4--
Hispanic or Latino---- 21--
Multi-Race, Not Hispanic or Latino---- 19--
Native Hawaiian or Other Pacific Islander-------
White 0.0 1.3 1.3 1.0 2980Declined

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 28.3 35.2 6.9 26.0 3440Declined
Lowest Performing---- 20--
High Needs 39.3 43.3 4.0 35.5 1710Declined
English Learners and Former English Learners---- 7--
Low Income 39.5 43.3 3.8 34.4 1500Declined
Students with Disabilities---- 60--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 5--
Hispanic or Latino---- 33--
Multi-Race, Not Hispanic or Latino---- 24--
Native Hawaiian or Other Pacific Islander-------
White 25.0 31.2 6.2 22.5 2820Declined

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 66.0 62.7 -3.3 70.1 1610Declined
Lowest Performing-------
High Needs 41.7 43.1 1.4 47.8 722Improved Below Target
English Learners and Former English Learners---- 2--
Low Income 43.1 44.4 1.3 49.9 632Improved Below Target
Students with Disabilities---- 22--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 5--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 68.1 64.1 -4.0 72.2 1420Declined

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 93 9299Yes 1 93 9299Yes 1 93 9299Yes 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 49 48 49 48 49 48 147 14498Yes1
English Learners and Former English Learners 3 3 3 3 3 3 9----
Low Income 38 37 38 37 38 37 114 11197Yes1
Students with Disabilities 23 23 23 23 23 23 69 69100Yes1
American Indian or Alaska Native-----------
Asian-----------
Black or African American-----------
Hispanic or Latino 7 6 7 6 7 6 21----
Multi-Race, Not Hispanic or Latino 10 10 10 10 10 10 30----
Native Hawaiian or Other Pacific Islander-----------
White 76 76 76 76 76 76 228 228100Yes1


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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