Massachusetts School and District Profiles

Andover High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Andover High

Organization Information

DISTRICT NAME
Andover (00090000)

TITLE I STATUS
Non-Title I School

SCHOOL
Andover High (00090505)

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
41% - Moderate progress toward targets	83

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	48%	36%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	41%
	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	3	4	-	0	4	-
	Achievement total	6	12	40.0	0	12	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	20.0	3	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	4	8	10.0	0	4	10.0
Weighted total		6.5	10.0	-	0.7	10.3	-
Percentage of possible points		65%		-	7%		-
2026 Annual criterion-referenced target percentage		36%

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	3	4	-	0	4	-
	Mathematics achievement	4	4	-	0	4	-
	Science achievement	3	4	-	0	4	-
	Achievement total	10	12	40.0	0	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	5	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	3	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	5	8	10.0	3	4	10.0
Weighted total		8.3	10.0	-	1.4	10.3	-
Percentage of possible points		83%		-	14%		-
2025 Annual criterion-referenced target percentage		48%

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	32%	37%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	35%
	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	2	4	-
	Science achievement	0	4	-
	Achievement total	2	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	0	4	-
	Advanced coursework completion	3	4	-
	Additional indicators total	3	8	10.0
Weighted total		4.0	10.7	-
Percentage of possible points		37%		-
2026 Annual criterion-referenced target percentage		37%

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	1	4	-
	Achievement total	1	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	2	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	10	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		3.4	10.7	-
Percentage of possible points		32%		-
2025 Annual criterion-referenced target percentage		32%

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	513.0	507.4	-5.6	515.5	388	0	Recovery Path: Declined
Lowest Performing	489.4	483.8	-5.6	493.0	84	0	Path Forward: Declined
High Needs	496.3	490.6	-5.7	498.0	88	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	500.2	491.6	-8.6	503.8	38	0	Path Forward: Declined
Students with Disabilities	489.3	485.9	-3.4	491.7	51	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	524.0	520.5	-3.5	527.4	70	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	499.6	490.0	-9.6	502.3	30	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.2	506.2	-5.0	513.7	255	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	517.6	513.9	-3.7	518.7	385	3	Path Forward: Met Target
Lowest Performing	489.7	487.2	-2.5	493.0	84	0	Path Forward: Declined
High Needs	496.0	496.2	0.2	498.7	87	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	500.7	498.9	-1.8	505.2	37	0	Path Forward: Declined
Students with Disabilities	487.5	487.7	0.2	490.0	51	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	533.5	529.9	-3.6	536.9	69	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	497.3	495.7	-1.6	501.5	29	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	515.1	512.3	-2.8	516.2	255	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	512.1	506.4	-5.7	515.4	374	3	Recovery Path: Met Target
Lowest Performing	489.3	482.9	-6.4	491.9	84	0	Path Forward: Declined
High Needs	493.2	488.8	-4.4	496.6	83	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	496.5	489.7	-6.8	500.0	34	0	Recovery Path: Declined
Students with Disabilities	489.7	483.2	-6.5	492.8	50	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	523.3	521.1	-2.2	527.6	66	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	494.3	489.6	-4.7	496.7	29	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.5	505.1	-5.4	513.5	250	3	Recovery Path: Met Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.9	363	2	Typical Growth - Low
Lowest Performing	39.1	84	1	Low Growth
High Needs	42.9	78	2	Typical Growth - Low
English Learners and Former English Learners	-	13	-	-
Low Income	37.7	31	1	Low Growth
Students with Disabilities	43.1	49	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	49.2	64	2	Typical Growth - Low
Black or African American	-	14	-	-
Hispanic or Latino	41.0	29	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	40.7	243	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.1	360	3	Typical Growth - High
Lowest Performing	48.8	84	2	Typical Growth - Low
High Needs	50.0	79	3	Typical Growth - High
English Learners and Former English Learners	-	15	-	-
Low Income	48.3	32	2	Typical Growth - Low
Students with Disabilities	47.9	49	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	52.9	63	3	Typical Growth - High
Black or African American	-	14	-	-
Hispanic or Latino	50.5	28	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.7	243	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.9	99.5	2.6	95.0	402	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	93.0	98.4	5.4	95.0	128	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	91.1	97.2	6.1	95.0	72	4	Exceeded Target
Students with Disabilities	91.2	100.0	8.8	95.0	75	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	98.7	98.9	0.2	95.0	92	4	Exceeded Target
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	90.7	96.6	5.9	93.3	29	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	97.7	100.0	2.3	95.0	250	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.8	97.9	-0.9	95.0	419	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	96.5	93.7	-2.8	95.0	142	0	Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	95.5	91.1	-4.4	95.0	90	0	Declined
Students with Disabilities	96.0	92.5	-3.5	95.0	80	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	98.7	98.7	0.0	95.0	78	4	Exceeded Target
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	92.6	93.0	0.4	93.6	43	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.3	98.9	-0.4	95.0	265	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.2	0.0	-0.2	1.0	1,609	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.5	0.0	-0.5	1.0	371	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	33	-	-
Low Income	0.5	0.0	-0.5	1.0	190	4	Exceeded Target
Students with Disabilities	0.4	0.0	-0.4	1.0	215	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	0.6	0.0	-0.6	1.0	343	4	Exceeded Target
Black or African American	-	-	-	-	49	-	-
Hispanic or Latino	0.7	0.0	-0.7	1.0	142	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	56	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	0.0	0.0	0.0	1.0	1,013	4	Exceeded Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	50.0	41.7	-8.3	56.0	24	3	Met Target
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	11.3	13.5	2.2	10.2	1,590	0	Declined
Lowest Performing	10.1	16.7	6.6	6.1	84	0	Declined
High Needs	24.3	28.7	4.4	21.2	348	0	Declined
English Learners and Former English Learners	-	-	-	-	64	-	-
Low Income	32.1	37.2	5.1	27.9	199	0	Declined
Students with Disabilities	23.9	24.5	0.6	20.0	159	0	Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	8.9	10.3	1.4	7.0	330	3	Met Target
Black or African American	-	-	-	-	51	-	-
Hispanic or Latino	29.0	38.2	9.2	25.0	152	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	50	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	8.8	10.5	1.7	7.4	1,004	3	Met Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	80.6	83.9	3.3	82.7	808	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	42.1	48.3	6.2	48.1	174	3	Met Target
English Learners and Former English Learners	-	-	-	-	29	-	-
Low Income	49.1	55.6	6.5	54.9	99	3	Met Target
Students with Disabilities	28.8	29.9	1.1	36.5	87	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	89.7	93.0	3.3	92.3	186	3	Met Target
Black or African American	-	-	-	-	22	-	-
Hispanic or Latino	43.1	51.9	8.8	49.5	77	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	82.8	85.9	3.1	85.3	496	3	Met 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	399	392	98	Yes	1	397	389	98	Yes	1	399	387	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	94	92	94	91	94	90	282	273	97	Yes	1
English Learners and Former English Learners	19	19	19	19	19	17	57	-	-	-	-
Low Income	42	41	42	40	42	41	126	122	97	Yes	1
Students with Disabilities	55	53	55	53	55	53	165	159	96	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	71	71	71	70	71	67	213	208	98	Yes	1
Black or African American	20	20	20	20	20	18	60	58	97	Yes	1
Hispanic or Latino	32	31	32	30	32	32	96	93	97	Yes	1
Multi-Race, Not Hispanic or Latino	13	13	12	12	13	13	38	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	263	257	262	257	263	257	788	771	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