Massachusetts School and District Profiles

Upper Cape Cod Vocational Technical

Districts
Schools

2025

2025 Official Accountability Report - Upper Cape Cod Vocational Technical

Organization Information

DISTRICT NAME
Upper Cape Cod Regional Vocational Technical (08790000)

TITLE I STATUS
Title I School

SCHOOL
Upper Cape Cod Vocational Technical (08790605)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
43% - Moderate progress toward targets	45

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	54%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	43%
	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	0	4	-	0	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	2	4	-	0	4	-
	Achievement total	5	12	47.5	0	12	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	22.5	5	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	3	4	-	2	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	3	8	10.0	2	4	10.0
Weighted total		6.2	10.7	-	1.3	10.3	-
Percentage of possible points		58%		-	13%		-
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	0	4	-	0	4	-
	Science achievement	4	4	-	4	4	-
	Achievement total	4	12	47.5	6	12	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	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	3	4	-	-	-	-
	High school completion total	11	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	8	8	10.0	2	4	10.0
Weighted total		5.8	10.7	-	5.6	10.3	-
Percentage of possible points		54%		-	54%		-
2024 Annual criterion-referenced target percentage		54%

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	62%	53%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	57%
	Substantial 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	2	4	-
	Science achievement	2	4	-
	Achievement total	4	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	4	-
	Growth total	5	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	3	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	3	8	10.0
Weighted total		5.7	10.7	-
Percentage of possible points		53%		-
2025 Annual criterion-referenced target percentage		53%

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	1	4	-
	Science achievement	4	4	-
	Achievement total	7	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	0	4	-
	High school completion total	8	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	8	8	10.0
Weighted total		6.6	10.7	-
Percentage of possible points		62%		-
2024 Annual criterion-referenced target percentage		62%

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	498.6	496.5	-2.1	499.9	210	0	Recovery Path: Declined
Lowest Performing	480.8	477.4	-3.4	485.9	47	0	Path Forward: Declined
High Needs	495.2	492.2	-3.0	498.5	104	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	497.0	494.8	-2.2	499.8	86	0	Path Forward: Declined
Students with Disabilities	483.2	479.6	-3.6	484.4	31	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	24	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.3	497.4	-0.9	501.3	165	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	495.1	497.4	2.3	497.0	209	3	Recovery Path: Met Target
Lowest Performing	481.1	477.3	-3.8	486.2	47	0	Path Forward: Declined
High Needs	491.8	493.8	2.0	495.9	102	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	492.7	496.5	3.8	496.7	84	3	Path Forward: Met Target
Students with Disabilities	482.2	479.0	-3.2	486.6	31	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.6	499.4	3.8	497.5	165	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	500.8	500.9	0.1	502.8	208	2	Path Forward: Improved Below Target
Lowest Performing	483.9	481.2	-2.7	488.6	47	0	Path Forward: Declined
High Needs	497.0	497.4	0.4	499.8	101	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	497.8	499.4	1.6	500.6	84	2	Path Forward: Improved Below Target
Students with Disabilities	486.6	484.9	-1.7	489.7	30	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	24	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.4	502.4	1.0	503.7	163	2	Path Forward: Improved Below Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	45.0	195	2	Typical Growth - Low
Lowest Performing	50.4	47	3	Typical Growth - High
High Needs	43.5	96	2	Typical Growth - Low
English Learners and Former English Learners	-	3	-	-
Low Income	43.6	80	2	Typical Growth - Low
Students with Disabilities	50.1	29	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	5	-	-
Hispanic or Latino	-	24	-	-
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.4	153	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	51.3	194	3	Typical Growth - High
Lowest Performing	49.8	47	2	Typical Growth - Low
High Needs	50.6	94	3	Typical Growth - High
English Learners and Former English Learners	-	3	-	-
Low Income	50.9	78	3	Typical Growth - High
Students with Disabilities	47.6	29	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	5	-	-
Hispanic or Latino	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.7	153	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	97.4	98.9	1.5	95.0	180	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.2	98.5	1.3	95.0	130	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	96.8	98.1	1.3	95.0	106	4	Exceeded Target
Students with Disabilities	97.4	98.0	0.6	95.0	50	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	97.6	99.3	1.7	95.0	145	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.4	97.4	-2.0	95.0	156	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	99.1	97.2	-1.9	95.0	108	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	98.9	96.8	-2.1	95.0	95	4	Exceeded Target
Students with Disabilities	100.0	97.4	-2.6	95.0	39	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	99.3	97.6	-1.7	95.0	126	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.8	0.1	-0.7	1.0	826	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	1.2	0.2	-1.0	1.1	433	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	1.3	0.3	-1.0	1.2	333	4	Exceeded Target
Students with Disabilities	1.0	0.0	-1.0	1.0	180	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	6	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	-	-	-	-	65	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	59	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	0.8	0.1	-0.7	1.0	670	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	24.6	22.3	-2.3	22.3	842	3	Met Target
Lowest Performing	26.5	23.4	-3.1	20.7	47	2	Improved Below Target
High Needs	30.4	26.3	-4.1	26.6	456	3	Met Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	32.4	30.0	-2.4	27.3	350	2	Improved Below Target
Students with Disabilities	31.8	22.5	-9.3	27.4	182	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	7	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	-	-	-	-	75	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	52	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	24.2	22.8	-1.4	21.7	676	2	Improved Below Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	72.0	66.6	-5.4	76.1	389	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	69.3	58.6	-10.7	75.4	203	0	Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	69.3	60.4	-8.9	76.1	159	0	Declined
Students with Disabilities	56.7	50.0	-6.7	64.8	78	0	Declined
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	25	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	30	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	73.8	64.9	-8.9	77.9	319	0	Declined

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	211	210	100	Yes	1	211	209	99	Yes	1	211	211	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	104	104	104	102	104	104	312	310	99	Yes	1
English Learners and Former English Learners	3	3	3	3	3	3	9	-	-	-	-
Low Income	86	86	86	84	86	86	258	256	99	Yes	1
Students with Disabilities	31	31	31	31	31	31	93	93	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	3	3	3	3	3	3	9	-	-	-	-
Black or African American	6	6	6	6	6	6	18	-	-	-	-
Hispanic or Latino	24	24	24	23	24	24	72	71	99	Yes	1
Multi-Race, Not Hispanic or Latino	12	12	12	12	12	12	36	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	166	165	166	165	166	166	498	496	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