Massachusetts School and District Profiles

Chicopee High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Chicopee High

Organization Information

DISTRICT NAME
Chicopee (00610000)

TITLE I STATUS
Non-Title I School

SCHOOL
Chicopee High (00610505)

GRADES SERVED
09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Low student group performance: White

Progress toward improvement targets	Accountability percentile
33% - Moderate progress toward targets	5

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	25%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	33%
	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	2	4	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	1	4	-
	Achievement total	4	12	40.0	5	12	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	3	8	20.0	5	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	2	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	2	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	3	8	10.0	2	4	10.0
Weighted total		3.2	10.0	-	4.7	10.3	-
Percentage of possible points		32%		-	46%		-
2026 Annual criterion-referenced target percentage		39%

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	-	2	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	0	12	40.0	2	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	3	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	4	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	8	8	10.0	2	4	10.0
Weighted total		2.6	10.0	-	2.5	10.3	-
Percentage of possible points		26%		-	24%		-
2025 Annual criterion-referenced target percentage		25%

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	22%	44%
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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	2	4	-
	Achievement total	6	12	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	1	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	3	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	0	4	-
	High school completion total	3	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	3	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	3	8	10.0
Weighted total		4.7	10.7	-
Percentage of possible points		44%		-
2026 Annual criterion-referenced target percentage		44%

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	1	4	-
	Growth total	3	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	4	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	4	4	-
	Additional indicators total	8	8	10.0
Weighted total		2.3	10.7	-
Percentage of possible points		22%		-
2025 Annual criterion-referenced target percentage		22%

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	487.1	488.3	1.2	490.6	210	2	Path Forward: Improved Below Target
Lowest Performing	465.6	466.6	1.0	470.7	42	2	Path Forward: Improved Below Target
High Needs	482.5	485.9	3.4	486.8	163	2	Path Forward: Improved Below Target
English Learners and Former English Learners	463.0	468.2	5.2	466.5	26	4	Path Forward: Exceeded Target
Low Income	483.6	486.6	3.0	488.5	153	2	Path Forward: Improved Below Target
Students with Disabilities	469.0	473.7	4.7	472.2	41	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	481.9	486.5	4.6	485.6	111	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.6	493.0	1.4	496.7	78	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	480.4	481.3	0.9	484.5	209	2	Path Forward: Improved Below Target
Lowest Performing	466.0	467.0	1.0	471.1	42	2	Path Forward: Improved Below Target
High Needs	476.8	479.6	2.8	481.0	162	2	Path Forward: Improved Below Target
English Learners and Former English Learners	466.6	468.1	1.5	471.7	27	2	Path Forward: Improved Below Target
Low Income	477.6	480.2	2.6	481.4	152	2	Path Forward: Improved Below Target
Students with Disabilities	468.6	474.8	6.2	472.7	42	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	475.8	478.0	2.2	479.6	110	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.1	487.7	0.6	491.1	78	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	479.3	478.1	-1.2	482.6	182	0	Recovery Path: Declined
Lowest Performing	457.3	457.0	-0.3	461.2	40	1	Path Forward: No Change
High Needs	475.3	476.0	0.7	477.1	140	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	476.3	476.5	0.2	478.4	131	2	Recovery Path: Improved Below Target
Students with Disabilities	469.1	469.7	0.6	471.1	37	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	472.5	474.6	2.1	476.4	97	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.8	483.9	-3.9	490.7	67	0	Recovery Path: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.9	183	2	Typical Growth - Low
Lowest Performing	56.4	42	3	Typical Growth - High
High Needs	50.1	145	3	Typical Growth - High
English Learners and Former English Learners	45.9	20	2	Typical Growth - Low
Low Income	50.0	137	3	Typical Growth - High
Students with Disabilities	53.5	36	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	10	-	-
Hispanic or Latino	50.2	98	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.7	66	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	37.7	184	1	Low Growth
Lowest Performing	46.4	42	2	Typical Growth - Low
High Needs	38.1	146	1	Low Growth
English Learners and Former English Learners	30.2	22	1	Low Growth
Low Income	37.7	138	1	Low Growth
Students with Disabilities	47.7	37	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	10	-	-
Hispanic or Latino	36.3	99	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.0	66	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	82.6	85.7	3.1	87.1	230	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	79.5	84.6	5.1	84.6	201	3	Met Target
English Learners and Former English Learners	55.6	69.2	13.6	61.2	26	4	Exceeded Target
Low Income	79.6	84.5	4.9	84.9	194	3	Met Target
Students with Disabilities	77.8	85.7	7.9	86.9	42	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	78.4	84.2	5.8	84.8	133	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	85.6	85.1	-0.5	89.5	67	1	No Change

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	89.1	85.6	-3.5	91.8	236	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	86.9	83.0	-3.9	90.5	200	0	Declined
English Learners and Former English Learners	-	-	-	-	27	-	-
Low Income	86.7	83.2	-3.5	91.0	196	0	Declined
Students with Disabilities	73.0	82.2	9.2	80.0	45	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	87.1	82.9	-4.2	91.2	111	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	89.7	87.6	-2.1	92.5	97	0	Declined

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	2.0	3.5	1.5	1.8	918	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	2.5	4.1	1.6	2.2	707	0	Declined
English Learners and Former English Learners	3.7	9.1	5.4	3.3	99	0	Declined
Low Income	2.8	4.0	1.2	2.5	646	0	Declined
Students with Disabilities	1.8	4.9	3.1	1.6	185	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	22	-	-
Black or African American	-	-	-	-	65	-	-
Hispanic or Latino	3.0	3.8	0.8	2.7	494	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	29	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	1.2	3.2	2.0	1.0	308	0	Declined

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	14.3	15.2	0.9	15.8	79	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	14.3	15.2	0.9	15.8	79	3	Met Target
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	34.3	31.3	-3.0	31.3	927	3	Met Target
Lowest Performing	33.3	28.6	-4.7	26.4	42	2	Improved Below Target
High Needs	39.2	35.3	-3.9	35.6	729	3	Met Target
English Learners and Former English Learners	41.1	34.9	-6.2	36.7	126	4	Exceeded Target
Low Income	39.9	36.1	-3.8	35.9	679	3	Met Target
Students with Disabilities	36.0	31.6	-4.4	32.2	187	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	65	-	-
Hispanic or Latino	37.1	35.0	-2.1	33.2	477	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	41	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	30.4	26.1	-4.3	26.8	329	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	64.8	59.1	-5.7	69.6	425	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	59.8	54.9	-4.9	64.9	324	0	Declined
English Learners and Former English Learners	32.1	34.0	1.9	39.7	50	2	Improved Below Target
Low Income	61.7	56.7	-5.0	67.0	300	0	Declined
Students with Disabilities	35.4	32.1	-3.3	40.9	78	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	39	-	-
Hispanic or Latino	63.8	51.6	-12.2	70.3	213	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	69.1	68.7	-0.4	73.9	147	1	No Change

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	218	216	99	Yes	1	218	215	99	Yes	1	216	215	100	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	171	169	171	168	170	169	512	506	99	Yes	1
English Learners and Former English Learners	29	28	29	29	29	28	87	85	98	Yes	1
Low Income	161	159	161	158	160	159	482	476	99	Yes	1
Students with Disabilities	42	41	42	42	41	40	125	123	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	3	3	3	3	3	3	9	-	-	-	-
Black or African American	11	11	11	11	10	10	32	-	-	-	-
Hispanic or Latino	115	113	115	112	115	114	345	339	98	Yes	1
Multi-Race, Not Hispanic or Latino	7	7	7	7	7	7	21	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	82	82	82	82	81	81	245	245	100	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