Massachusetts School and District Profiles

Pembroke High School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Pembroke High School

Organization Information

DISTRICT NAME
Pembroke (02310000)

TITLE I STATUS
Non-Title I School

SCHOOL
Pembroke High School (02310505)

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
30% - Moderate progress toward targets	58

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	37%	26%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	30%
	Moderate progress toward targets

2026 Points awarded

2026 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	1	4	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	3	4	-	0	4	-
	Achievement total	4	12	47.5	0	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	0	4	-	0	4	-
	Growth total	2	8	22.5	2	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	1	4	-	4	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	1	8	10.0	4	4	10.0
Weighted total		4.7	10.7	-	0.9	10.3	-
Percentage of possible points		44%		-	9%		-
2026 Annual criterion-referenced target percentage		26%

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	0	4	-	0	4	-
	Science achievement	3	4	-	4	4	-
	Achievement total	3	12	47.5	4	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	0	4	-	1	4	-
	Growth total	2	8	22.5	3	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	-	0	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	2	8	10.0	0	4	10.0
Weighted total		4.3	10.7	-	3.4	10.3	-
Percentage of possible points		40%		-	33%		-
2025 Annual criterion-referenced target percentage		37%

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

	2025	2026
Annual criterion-referenced target percentage	40%	18%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	27%
	Moderate progress toward targets

2026 Points awarded

2026 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	0	4	-
	Growth total	2	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	0	4	-
	High school completion total	4	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	3	4	-
	Advanced coursework completion	3	4	-
	Additional indicators total	6	8	10.0
Weighted total		1.9	10.7	-
Percentage of possible points		18%		-
2026 Annual criterion-referenced target percentage		18%

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	0	4	-
	Science achievement	3	4	-
	Achievement total	3	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	4	-
	Growth total	3	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	0	4	-
	Additional indicators total	0	8	10.0
Weighted total		4.3	10.7	-
Percentage of possible points		40%		-
2025 Annual criterion-referenced target percentage		40%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	500.2	500.2	0.0	501.7	177	1	Path Forward: No Change
Lowest Performing	479.6	478.9	-0.7	484.7	41	0	Path Forward: Declined
High Needs	487.5	485.4	-2.1	490.1	50	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	494.7	490.9	-3.8	497.2	30	0	Path Forward: Declined
Students with Disabilities	478.3	477.6	-0.7	480.1	31	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.2	499.6	-0.6	502.3	165	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	501.7	500.4	-1.3	503.6	174	0	Path Forward: Declined
Lowest Performing	484.2	479.5	-4.7	489.3	41	0	Path Forward: Declined
High Needs	490.8	485.4	-5.4	494.6	48	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	496.3	488.8	-7.5	499.9	29	0	Path Forward: Declined
Students with Disabilities	482.2	479.0	-3.2	484.2	30	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.1	500.5	-1.6	504.7	162	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	508.9	505.4	-3.5	510.5	174	3	Path Forward: Met Target
Lowest Performing	493.9	485.7	-8.2	497.1	41	0	Path Forward: Declined
High Needs	500.9	492.9	-8.0	504.7	48	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	506.9	495.9	-11.0	510.2	29	0	Path Forward: Declined
Students with Disabilities	493.8	486.1	-7.7	496.7	30	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.2	505.4	-3.8	510.9	162	3	Path Forward: Met Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.5	167	2	Typical Growth - Low
Lowest Performing	45.0	41	2	Typical Growth - Low
High Needs	42.4	45	2	Typical Growth - Low
English Learners and Former English Learners	-	0	-	-
Low Income	45.1	26	2	Typical Growth - Low
Students with Disabilities	36.9	27	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.5	158	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	26.0	168	0	Very Low Growth
Lowest Performing	26.8	41	0	Very Low Growth
High Needs	27.3	44	0	Very Low Growth
English Learners and Former English Learners	-	0	-	-
Low Income	27.7	26	0	Very Low Growth
Students with Disabilities	27.2	27	0	Very Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	26.0	157	0	Very Low Growth

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.3	96.5	-1.8	95.0	172	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	96.5	91.7	-4.8	95.0	60	0	Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	95.5	90.5	-5.0	95.0	42	0	Declined
Students with Disabilities	95.7	85.2	-10.5	95.0	27	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.2	97.6	-0.6	95.0	165	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.5	98.3	-0.2	95.0	175	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	96.6	96.5	-0.1	95.0	57	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	95.0	95.5	0.5	95.0	44	3	Met Target
Students with Disabilities	96.4	95.7	-0.7	95.0	23	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.4	98.2	-0.2	95.0	168	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.4	0.9	0.5	1.0	683	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	1.0	1.6	0.6	1.0	193	0	Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	1.7	1.7	0.0	1.5	115	1	No Change
Students with Disabilities	1.9	0.0	-1.9	1.7	112	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.5	0.9	0.4	1.0	642	3	Met Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	14.4	14.6	0.2	13.1	670	1	No Change
Lowest Performing	20.9	7.3	-13.6	16.1	41	4	Exceeded Target
High Needs	25.6	23.4	-2.2	23.3	197	3	Met Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	31.3	28.7	-2.6	26.7	115	2	Improved Below Target
Students with Disabilities	24.6	25.6	1.0	21.0	121	0	Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	26	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	13.9	14.4	0.5	12.5	619	1	No Change

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	83.7	82.1	-1.6	87.0	330	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	66.3	71.4	5.1	71.6	98	3	Met Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	71.9	72.9	1.0	78.6	59	2	Improved Below Target
Students with Disabilities	50.0	65.0	15.0	58.3	60	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	84.0	83.1	-0.9	87.5	307	1	No Change

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	178	178	100	Yes	1	176	175	99	Yes	1	178	178	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	51	51	50	49	51	51	152	151	99	Yes	1
English Learners and Former English Learners	1	1	1	1	1	1	3	-	-	-	-
Low Income	31	31	30	30	31	31	92	92	100	Yes	1
Students with Disabilities	31	31	31	30	31	31	93	92	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	1	1	1	1	1	1	3	-	-	-	-
Black or African American	1	1	1	1	1	1	3	-	-	-	-
Hispanic or Latino	4	4	4	4	4	4	12	-	-	-	-
Multi-Race, Not Hispanic or Latino	6	6	6	6	6	6	18	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	166	166	164	163	166	166	496	495	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