Massachusetts School and District Profiles

Tantasqua Regional Vocational

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Tantasqua Regional Vocational

Organization Information

DISTRICT NAME
Tantasqua (07700000)

TITLE I STATUS
Non-Title I School

SCHOOL
Tantasqua Regional Vocational (07700605)

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
36% - Moderate progress toward targets	41

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	21%	46%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	36%
	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	4	4	-	3	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	1	4	-
	Achievement total	4	12	47.5	4	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	4	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	3	4	-	4	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	7	8	10.0	4	4	10.0
Weighted total		5.7	10.7	-	4.0	10.3	-
Percentage of possible points		53%		-	39%		-
2026 Annual criterion-referenced target percentage		46%

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	0	4	-	0	4	-
	Achievement total	0	12	47.5	0	12	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	3	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	2	4	-	2	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	6	8	10.0	2	4	10.0
Weighted total		3.5	10.7	-	0.9	10.3	-
Percentage of possible points		33%		-	9%		-
2025 Annual criterion-referenced target percentage		21%

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	27%	59%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	46%
	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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	2	4	-
	Achievement total	6	12	47.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	3	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	-
	Advanced coursework completion	4	4	-
	Additional indicators total	8	8	10.0
Weighted total		6.3	10.7	-
Percentage of possible points		59%		-
2026 Annual criterion-referenced target percentage		59%

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	0	4	-
	Achievement total	0	12	47.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-
	Extended engagement rate	3	4	-
	Annual dropout rate	4	4	-
	High school completion total	9	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	4	8	10.0
Weighted total		2.9	10.7	-
Percentage of possible points		27%		-
2025 Annual criterion-referenced target percentage		27%

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	491.2	494.4	3.2	493.4	136	4	Recovery Path: Exceeded Target
Lowest Performing	469.8	474.5	4.7	474.9	28	3	Path Forward: Met Target
High Needs	484.0	486.6	2.6	488.3	50	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	484.4	489.4	5.0	489.3	40	3	Path Forward: Met Target
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.7	495.2	4.5	495.8	115	2	Path Forward: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	497.9	496.5	-1.4	500.3	135	0	Recovery Path: Declined
Lowest Performing	477.1	474.3	-2.8	482.2	28	0	Path Forward: Declined
High Needs	489.4	490.2	0.8	493.6	49	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	490.5	493.1	2.6	492.9	39	3	Recovery Path: Met Target
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.7	498.1	0.4	501.7	114	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	492.2	491.5	-0.7	494.9	128	0	Recovery Path: Declined
Lowest Performing	472.3	471.8	-0.5	476.2	28	1	Path Forward: No Change
High Needs	485.1	485.6	0.5	488.4	47	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	485.4	487.3	1.9	487.4	38	3	Recovery Path: Met Target
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.7	493.0	1.3	493.8	109	2	Recovery Path: Improved Below Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.2	133	2	Typical Growth - Low
Lowest Performing	40.8	28	2	Typical Growth - Low
High Needs	36.6	48	1	Low Growth
English Learners and Former English Learners	-	3	-	-
Low Income	37.7	39	1	Low Growth
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.0	113	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.8	133	2	Typical Growth - Low
Lowest Performing	42.7	28	2	Typical Growth - Low
High Needs	46.4	47	2	Typical Growth - Low
English Learners and Former English Learners	-	3	-	-
Low Income	48.8	38	2	Typical Growth - Low
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.6	113	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.4	99.2	2.8	95.0	122	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	93.1	98.6	5.5	95.0	71	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	92.0	98.2	6.2	95.0	56	4	Exceeded Target
Students with Disabilities	-	-	-	-	32	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.9	99.0	2.1	95.0	105	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.2	97.3	1.1	95.0	111	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	94.6	94.8	0.2	95.0	58	3	Met Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	93.6	94.0	0.4	95.0	50	2	Improved Below Target
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	95.7	97.9	2.2	95.0	97	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.2	0.4	0.2	1.0	542	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.4	0.5	0.1	1.0	207	3	Met Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	0.6	0.6	0.0	1.0	160	3	Met Target
Students with Disabilities	-	-	-	-	79	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	-	-	-	-	46	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	25	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.0	0.4	0.4	1.0	452	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	13.1	10.9	-2.2	10.1	516	3	Met Target
Lowest Performing	28.1	17.9	-10.2	21.2	28	4	Exceeded Target
High Needs	22.4	15.6	-6.8	18.8	199	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	24.4	15.7	-8.7	20.4	159	4	Exceeded Target
Students with Disabilities	-	-	-	-	64	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	-	-	-	-	43	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	25	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	12.2	9.4	-2.8	8.6	426	3	Met Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	98.8	99.5	0.7	95.0	222	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	96.7	98.8	2.1	95.0	83	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	95.8	98.5	2.7	95.0	67	4	Exceeded Target
Students with Disabilities	-	-	-	-	24	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.0	99.4	0.4	95.0	179	4	Exceeded 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	139	138	99	Yes	1	138	137	99	Yes	1	139	138	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	52	52	51	51	52	52	155	155	100	Yes	1
English Learners and Former English Learners	3	3	3	3	3	3	9	-	-	-	-
Low Income	41	41	40	40	41	41	122	122	100	Yes	1
Students with Disabilities	18	18	17	17	18	18	53	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	1	1	1	1	1	1	3	-	-	-	-
Hispanic or Latino	17	17	17	17	17	17	51	-	-	-	-
Multi-Race, Not Hispanic or Latino	3	3	3	3	3	3	9	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	118	117	117	116	118	117	353	350	99	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