Massachusetts School and District Profiles

Amesbury High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Amesbury High

Organization Information

DISTRICT NAME
Amesbury (00070000)

TITLE I STATUS
Non-Title I School

SCHOOL
Amesbury High (00070505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Low Income -High Needs

Progress toward improvement targets	Accountability percentile
36% - Moderate progress toward targets	51

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	14%	50%
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	0	4	-	2	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	0	4	-	4	4	-
	Achievement total	3	12	47.5	8	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	22.5	3	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	7	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	3	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	4	8	10.0	3	4	10.0
Weighted total		4.1	10.7	-	6.4	10.3	-
Percentage of possible points		38%		-	62%		-
2026 Annual criterion-referenced target percentage		50%

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	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	22.5	4	8	22.5
High school completion	Four-year cohort graduation rate	1	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	5	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	0	8	10.0	0	4	10.0
Weighted total		2.1	10.7	-	0.9	10.3	-
Percentage of possible points		20%		-	9%		-
2025 Annual criterion-referenced target percentage		14%

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	18%	52%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	39%
	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	4	4	-
	Science achievement	2	4	-
	Achievement total	8	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	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	0	4	-
	Advanced coursework completion	1	4	-
	Additional indicators total	1	8	10.0
Weighted total		5.6	10.7	-
Percentage of possible points		52%		-
2026 Annual criterion-referenced target percentage		52%

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	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	3	4	-
	High school completion total	3	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	2	8	10.0
Weighted total		1.9	10.7	-
Percentage of possible points		18%		-
2025 Annual criterion-referenced target percentage		18%

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	500.4	499.4	-1.0	502.8	111	0	Recovery Path: Declined
Lowest Performing	469.4	473.8	4.4	474.5	26	2	Path Forward: Improved Below Target
High Needs	482.5	483.9	1.4	485.1	33	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	485.4	485.7	0.3	487.0	21	2	Recovery Path: Improved Below Target
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.2	501.0	-3.2	506.2	92	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	498.3	500.9	2.6	500.6	111	3	Recovery Path: Met Target
Lowest Performing	472.5	476.2	3.7	477.6	26	2	Path Forward: Improved Below Target
High Needs	481.8	488.0	6.2	485.6	32	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	483.9	490.5	6.6	487.5	20	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.8	502.8	1.0	503.8	92	2	Recovery Path: 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	502.0	499.9	-2.1	504.4	107	0	Recovery Path: Declined
Lowest Performing	470.1	476.8	6.7	473.3	26	4	Path Forward: Exceeded Target
High Needs	486.8	487.3	0.5	489.2	29	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	18	-	-
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.6	501.2	-3.4	506.9	91	0	Recovery Path: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.1	101	2	Typical Growth - Low
Lowest Performing	45.1	26	2	Typical Growth - Low
High Needs	47.0	29	2	Typical Growth - Low
English Learners and Former English Learners	-	3	-	-
Low Income	-	19	-	-
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	0	-	-
Asian	-	1	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.8	84	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.6	101	2	Typical Growth - Low
Lowest Performing	36.8	26	1	Low Growth
High Needs	43.3	29	2	Typical Growth - Low
English Learners and Former English Learners	-	3	-	-
Low Income	-	19	-	-
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	0	-	-
Asian	-	1	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.9	84	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	91.7	85.5	-6.2	93.7	110	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	84.0	72.9	-11.1	87.5	59	0	Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	84.8	69.2	-15.6	88.8	52	0	Declined
Students with Disabilities	-	-	-	-	27	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	93.3	88.4	-4.9	95.0	86	0	Declined

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	92.9	96.3	3.4	94.4	108	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	87.2	94.0	6.8	90.3	50	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	82.9	93.5	10.6	86.5	46	4	Exceeded Target
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	93.7	97.8	4.1	95.0	89	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	474	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.5	1.1	0.6	1.0	187	0	Declined
English Learners and Former English Learners	-	-	-	-	22	-	-
Low Income	0.7	1.5	0.8	1.0	137	0	Declined
Students with Disabilities	-	-	-	-	96	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	16	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	54	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.3	0.0	-0.3	1.0	377	4	Exceeded 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	23.9	24.7	0.8	22.6	470	0	Declined
Lowest Performing	36.0	30.8	-5.2	31.2	26	3	Met Target
High Needs	40.5	41.8	1.3	38.2	189	0	Declined
English Learners and Former English Learners	-	-	-	-	33	-	-
Low Income	43.2	45.3	2.1	38.6	148	0	Declined
Students with Disabilities	-	-	-	-	68	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	21	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	-	-	-	-	57	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	22.7	22.4	-0.3	21.3	362	2	Improved Below Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	50.9	63.1	12.2	54.2	236	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	29.3	28.7	-0.6	34.6	94	1	No Change
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	33.8	31.6	-2.2	40.5	79	0	Declined
Students with Disabilities	-	-	-	-	35	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	29	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	55.5	72.1	16.6	59.0	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	115	113	98	Yes	1	115	113	98	Yes	1	115	111	97	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	36	35	36	34	36	32	108	101	94	No	1
English Learners and Former English Learners	5	5	5	5	5	5	15	-	-	-	-
Low Income	23	22	23	21	23	20	69	63	93	No	2
Students with Disabilities	19	19	19	18	19	17	57	-	-	-	-
American Indian or Alaska Native	1	0	1	0	1	0	3	-	-	-	-
Asian	2	2	2	2	2	2	6	-	-	-	-
Black or African American	2	2	2	2	2	2	6	-	-	-	-
Hispanic or Latino	9	9	9	9	9	8	27	-	-	-	-
Multi-Race, Not Hispanic or Latino	6	6	6	6	6	6	18	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	95	94	95	94	95	93	285	281	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