Massachusetts School and District Profiles

Chelmsford High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Chelmsford High

Organization Information

DISTRICT NAME
Chelmsford (00560000)

TITLE I STATUS
Non-Title I School

SCHOOL
Chelmsford High (00560505)

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: Students with Disabilities

Progress toward improvement targets	Accountability percentile
61% - Substantial 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	44%	72%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	61%
	Substantial 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	3	4	-	2	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	4	4	-	4	4	-
	Achievement total	10	12	40.0	8	12	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	6	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	0	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		7.8	10.0	-	6.8	10.3	-
Percentage of possible points		78%		-	66%		-
2026 Annual criterion-referenced target percentage		72%

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	3	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	6	12	40.0	0	12	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	6	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	3	4	-	4	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	7	8	10.0	4	4	10.0
Weighted total		7.0	10.0	-	1.8	10.3	-
Percentage of possible points		70%		-	18%		-
2025 Annual criterion-referenced target percentage		44%

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	24%	74%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	54%
	Substantial 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	3	4	-
	Science achievement	4	4	-
	Achievement total	9	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	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	2	4	-
	Advanced coursework completion	3	4	-
	Additional indicators total	5	8	10.0
Weighted total		7.9	10.7	-
Percentage of possible points		74%		-
2026 Annual criterion-referenced target percentage		74%

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	2	4	-
	Mathematics growth	3	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	4	4	-
	High school completion total	6	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		2.6	10.7	-
Percentage of possible points		24%		-
2025 Annual criterion-referenced target percentage		24%

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	510.7	510.7	0.0	511.7	333	3	Path Forward: Met Target
Lowest Performing	487.4	488.3	0.9	491.0	73	2	Path Forward: Improved Below Target
High Needs	494.1	494.8	0.7	496.0	90	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	498.8	498.8	0.0	502.4	49	1	Path Forward: No Change
Students with Disabilities	488.1	484.5	-3.6	490.0	47	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	519.1	520.2	1.1	521.9	68	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	492.8	506.2	13.4	495.5	33	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.8	507.3	-3.5	512.1	201	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	507.9	509.7	1.8	510.1	328	3	Recovery Path: Met Target
Lowest Performing	482.7	483.7	1.0	486.0	73	2	Path Forward: Improved Below Target
High Needs	491.3	494.3	3.0	494.0	87	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	496.9	496.3	-0.6	499.8	48	0	Recovery Path: Declined
Students with Disabilities	484.3	484.7	0.4	487.4	44	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	519.8	524.4	4.6	522.5	67	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	495.1	501.1	6.0	499.3	33	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.2	505.9	-1.3	509.2	199	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	501.6	506.1	4.5	504.9	314	4	Recovery Path: Exceeded Target
Lowest Performing	476.2	480.4	4.2	478.8	71	4	Path Forward: Exceeded Target
High Needs	484.5	490.7	6.2	486.8	81	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	486.1	494.3	8.2	489.3	45	4	Recovery Path: Exceeded Target
Students with Disabilities	481.3	482.0	0.7	484.3	42	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	510.4	516.5	6.1	513.3	64	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	483.1	499.4	16.3	486.3	33	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.8	503.2	0.4	505.5	190	2	Recovery Path: Improved Below Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.9	312	3	Typical Growth - High
Lowest Performing	56.4	73	3	Typical Growth - High
High Needs	49.7	81	2	Typical Growth - Low
English Learners and Former English Learners	-	12	-	-
Low Income	47.5	44	2	Typical Growth - Low
Students with Disabilities	48.0	40	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	64.1	63	4	Exceeded Typical Growth
Black or African American	-	15	-	-
Hispanic or Latino	53.5	33	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.0	187	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.0	309	3	Typical Growth - High
Lowest Performing	50.2	73	3	Typical Growth - High
High Needs	53.5	80	3	Typical Growth - High
English Learners and Former English Learners	-	12	-	-
Low Income	53.5	44	3	Typical Growth - High
Students with Disabilities	47.5	39	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	59.0	63	3	Typical Growth - High
Black or African American	-	15	-	-
Hispanic or Latino	57.0	33	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.8	186	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.6	98.8	2.2	95.0	333	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	91.7	96.6	4.9	94.8	119	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	89.7	95.4	5.7	93.8	87	4	Exceeded Target
Students with Disabilities	90.9	93.8	2.9	94.9	48	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	100.0	100.0	0.0	95.0	63	4	Exceeded Target
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	96.0	100.0	4.0	95.0	25	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	97.4	99.5	2.1	95.0	212	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	97.2	98.0	0.8	95.0	350	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	92.6	94.7	2.1	95.0	132	3	Met Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	86.8	93.8	7.0	90.0	97	4	Exceeded Target
Students with Disabilities	96.0	92.7	-3.3	95.0	55	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	98.1	100.0	1.9	95.0	69	4	Exceeded Target
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	-	-	-	-	25	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	97.8	98.3	0.5	95.0	229	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.3	0.4	0.1	1.0	1,402	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.7	1.0	0.3	1.0	390	3	Met Target
English Learners and Former English Learners	-	-	-	-	31	-	-
Low Income	0.9	1.4	0.5	1.0	210	0	Declined
Students with Disabilities	0.9	0.9	0.0	1.0	212	3	Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	0.0	0.0	0.0	1.0	265	4	Exceeded Target
Black or African American	-	-	-	-	65	-	-
Hispanic or Latino	0.9	0.0	-0.9	1.0	133	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	57	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	0.2	0.3	0.1	1.0	878	3	Met Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	31.3	22.6	-8.7	37.3	31	0	Declined
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	11.7	12.5	0.8	10.6	1,461	0	Declined
Lowest Performing	17.6	19.2	1.6	13.6	73	0	Declined
High Needs	26.4	25.8	-0.6	23.3	454	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	77	-	-
Low Income	31.2	29.2	-2.0	27.0	264	2	Improved Below Target
Students with Disabilities	30.9	27.9	-3.0	27.0	244	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	5.2	5.2	0.0	3.3	286	4	Exceeded Target
Black or African American	-	-	-	-	71	-	-
Hispanic or Latino	20.4	26.2	5.8	16.4	149	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	57	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	4	-	-
White	10.8	11.8	1.0	9.4	892	0	Declined

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	98.3	97.1	-1.2	95.0	721	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	94.3	91.9	-2.4	95.0	210	3	Met Target
English Learners and Former English Learners	-	-	-	-	33	-	-
Low Income	96.5	88.3	-8.2	95.0	120	3	Met Target
Students with Disabilities	90.2	89.7	-0.5	95.0	116	3	Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	100.0	98.6	-1.4	95.0	138	4	Exceeded Target
Black or African American	-	-	-	-	34	-	-
Hispanic or Latino	95.0	90.4	-4.6	95.0	73	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	25	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	98.2	97.3	-0.9	95.0	449	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	341	338	99	Yes	1	342	334	98	Yes	1	342	333	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	95	93	96	91	96	89	287	273	95	Yes	1
English Learners and Former English Learners	18	18	18	18	18	17	54	-	-	-	-
Low Income	50	50	50	49	50	49	150	148	99	Yes	1
Students with Disabilities	50	48	51	46	51	45	152	139	94	No	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	69	69	69	68	69	69	207	206	100	Yes	1
Black or African American	15	15	15	15	15	15	45	-	-	-	-
Hispanic or Latino	36	36	36	36	36	35	108	107	99	Yes	1
Multi-Race, Not Hispanic or Latino	16	16	16	14	16	14	48	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	205	202	206	201	206	200	617	603	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