Massachusetts School and District Profiles

Tantasqua Regional Sr High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Tantasqua Regional Sr High

Organization Information

DISTRICT NAME
Tantasqua (07700000)

TITLE I STATUS
Non-Title I School

SCHOOL
Tantasqua Regional Sr High (07700505)

GRADES SERVED
09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
48% - Moderate progress toward targets	63

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	73%	32%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	48%
	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	0	4	-	0	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	3	12	47.5	0	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	3	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	10	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	6	8	10.0	4	4	10.0
Weighted total		5.2	10.7	-	1.5	10.3	-
Percentage of possible points		49%		-	15%		-
2026 Annual criterion-referenced target percentage		32%

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	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	1	4	-	4	4	-
	Achievement total	5	12	47.5	12	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	22.5	4	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	4	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	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	6	8	10.0	4	4	10.0
Weighted total		5.9	10.7	-	9.4	10.3	-
Percentage of possible points		55%		-	91%		-
2025 Annual criterion-referenced target percentage		73%

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	76%	22%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	43%
	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	3	4	-
	Growth total	5	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	4	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	4	8	10.0
Weighted total		2.3	10.7	-
Percentage of possible points		22%		-
2026 Annual criterion-referenced target percentage		22%

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	2	4	-
	Mathematics achievement	4	4	-
	Science achievement	4	4	-
	Achievement total	10	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	0	4	-
	Annual dropout rate	4	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	2	4	-
	Additional indicators total	6	8	10.0
Weighted total		8.1	10.7	-
Percentage of possible points		76%		-
2025 Annual criterion-referenced target percentage		76%

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	507.9	503.0	-4.9	510.1	132	0	Recovery Path: Declined
Lowest Performing	491.4	479.8	-11.6	496.5	24	0	Path Forward: Declined
High Needs	497.3	492.3	-5.0	499.9	41	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	497.3	494.0	-3.3	499.8	35	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.0	504.1	-4.9	511.1	112	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	512.6	508.8	-3.8	514.8	132	3	Recovery Path: Met Target
Lowest Performing	493.5	482.8	-10.7	498.6	24	0	Path Forward: Declined
High Needs	503.3	496.2	-7.1	507.1	40	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	505.7	498.9	-6.8	509.3	34	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.4	509.5	-3.9	515.4	113	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	505.0	502.4	-2.6	507.5	114	0	Recovery Path: Declined
Lowest Performing	488.1	476.2	-11.9	491.3	24	0	Path Forward: Declined
High Needs	496.6	488.9	-7.7	498.8	34	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	497.1	491.9	-5.2	500.0	28	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.8	503.2	-2.6	508.2	96	0	Recovery Path: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.9	125	2	Typical Growth - Low
Lowest Performing	41.8	24	2	Typical Growth - Low
High Needs	42.1	38	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	40.7	33	2	Typical Growth - Low
Students with Disabilities	-	9	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.1	106	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.8	123	3	Typical Growth - High
Lowest Performing	50.2	24	3	Typical Growth - High
High Needs	51.1	35	3	Typical Growth - High
English Learners and Former English Learners	-	1	-	-
Low Income	54.2	30	3	Typical Growth - High
Students with Disabilities	-	8	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.8	105	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	95.8	95.0	-0.8	95.0	161	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	91.2	87.2	-4.0	94.7	47	0	Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	93.4	86.4	-7.0	95.0	44	0	Declined
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	97.2	95.7	-1.5	95.0	140	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	92.8	97.6	4.8	94.3	168	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	85.7	94.1	8.4	88.8	68	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	85.3	95.1	9.8	88.9	61	4	Exceeded Target
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	92.2	99.3	7.1	93.6	143	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.8	1.0	0.2	1.0	625	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	2.3	2.9	0.6	2.0	170	0	Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	2.0	3.5	1.5	1.8	141	0	Declined
Students with Disabilities	-	-	-	-	60	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	60	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.7	0.8	0.1	1.0	528	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	13.0	10.9	-2.1	11.7	605	4	Exceeded Target
Lowest Performing	17.9	12.5	-5.4	13.1	24	4	Exceeded Target
High Needs	26.3	23.4	-2.9	24.0	154	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	27.3	21.1	-6.2	22.7	133	4	Exceeded Target
Students with Disabilities	-	-	-	-	46	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	56	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	11.8	10.6	-1.2	10.4	511	3	Met Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	70.6	71.5	0.9	73.9	323	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	39.0	36.7	-2.3	44.3	79	0	Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	40.7	40.6	-0.1	47.4	69	1	No Change
Students with Disabilities	-	-	-	-	28	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	28	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	72.8	73.4	0.6	76.3	278	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	140	136	97	Yes	1	140	136	97	Yes	1	140	139	99	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	44	44	44	43	44	44	132	131	99	Yes	1
English Learners and Former English Learners	1	1	1	1	1	1	3	-	-	-	-
Low Income	37	37	37	36	37	37	111	110	99	Yes	1
Students with Disabilities	11	11	11	11	11	11	33	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	3	3	3	3	3	3	9	-	-	-	-
Black or African American	2	2	2	2	2	2	6	-	-	-	-
Hispanic or Latino	10	10	10	10	10	10	30	-	-	-	-
Multi-Race, Not Hispanic or Latino	6	6	6	5	6	5	18	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	119	115	119	116	119	119	357	350	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