Massachusetts School and District Profiles

Duxbury High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Duxbury High

Organization Information

DISTRICT NAME
Duxbury (00820000)

TITLE I STATUS
Non-Title I School

SCHOOL
Duxbury High (00820505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
67% - Substantial progress toward targets	97

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	91%	51%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	67%
	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	-	0	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	3	4	-	0	4	-
	Achievement total	9	12	47.5	0	12	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	22.5	8	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	4	4	-	3	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	7	8	10.0	3	4	10.0
Weighted total		8.8	10.7	-	2.1	10.3	-
Percentage of possible points		82%		-	20%		-
2026 Annual criterion-referenced target percentage		51%

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	4	4	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	3	4	-	3	4	-
	Achievement total	11	12	47.5	11	12	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	22.5	8	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	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	7	8	10.0	0	4	10.0
Weighted total		9.9	10.7	-	9.2	10.3	-
Percentage of possible points		93%		-	89%		-
2025 Annual criterion-referenced target percentage		91%

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	85%	49%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	63%
	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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	3	4	-
	Achievement total	3	12	47.5
Growth	English language arts growth	4	4	-
	Mathematics growth	4	4	-
	Growth total	8	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	0	4	-
	High school completion total	8	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	4	8	10.0
Weighted total		5.2	10.7	-
Percentage of possible points		49%		-
2026 Annual criterion-referenced target percentage		49%

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	3	4	-
	Mathematics achievement	4	4	-
	Science achievement	3	4	-
	Achievement total	10	12	47.5
Growth	English language arts growth	4	4	-
	Mathematics growth	4	4	-
	Growth total	8	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	-	-	-
Additional indicators	Chronic absenteeism	1	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	1	8	10.0
Weighted total		9.1	10.7	-
Percentage of possible points		85%		-
2025 Annual criterion-referenced target percentage		85%

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	517.0	512.2	-4.8	519.8	193	3	Recovery Path: Met Target
Lowest Performing	502.9	488.8	-14.1	506.5	48	0	Path Forward: Declined
High Needs	509.0	497.4	-11.6	512.0	50	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	18	-	-
Students with Disabilities	504.9	493.6	-11.3	507.8	37	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	516.1	512.7	-3.4	519.3	181	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	518.7	511.5	-7.2	519.8	193	3	Path Forward: Met Target
Lowest Performing	501.0	489.2	-11.8	504.3	48	0	Path Forward: Declined
High Needs	507.5	495.4	-12.1	510.2	50	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	18	-	-
Students with Disabilities	501.9	491.2	-10.7	503.6	37	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	517.9	511.9	-6.0	519.0	181	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	510.9	507.8	-3.1	511.9	191	3	Path Forward: Met Target
Lowest Performing	494.2	489.6	-4.6	496.8	48	0	Path Forward: Declined
High Needs	501.1	499.2	-1.9	504.5	49	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	497.2	497.0	-0.2	500.4	36	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.7	508.0	-1.7	511.0	179	3	Path Forward: Met Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.4	190	3	Typical Growth - High
Lowest Performing	61.8	48	4	Exceeded Typical Growth
High Needs	60.2	49	4	Exceeded Typical Growth
English Learners and Former English Learners	-	-	-	-
Low Income	-	18	-	-
Students with Disabilities	64.8	36	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.3	178	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	69.7	190	4	Exceeded Typical Growth
Lowest Performing	65.0	48	4	Exceeded Typical Growth
High Needs	63.1	49	4	Exceeded Typical Growth
English Learners and Former English Learners	-	-	-	-
Low Income	-	18	-	-
Students with Disabilities	61.5	36	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	70.4	178	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.7	99.1	0.4	95.0	219	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	95.9	96.4	0.5	95.0	55	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	23	-	-
Students with Disabilities	93.6	94.6	1.0	95.0	37	3	Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.5	99.0	0.5	95.0	204	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	100.0	100.0	0.0	95.0	231	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	100.0	100.0	0.0	95.0	74	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	45	-	-
Students with Disabilities	100.0	100.0	0.0	95.0	47	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	100.0	100.0	0.0	95.0	205	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.0	0.2	0.2	1.0	802	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.0	1.2	1.2	1.0	161	0	Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	54	-	-
Students with Disabilities	0.0	1.7	1.7	1.0	121	0	Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	25	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	28	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.0	0.3	0.3	1.0	736	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	7.4	7.0	-0.4	6.3	774	4	Exceeded Target
Lowest Performing	14.6	10.4	-4.2	10.6	48	3	Met Target
High Needs	13.9	13.4	-0.5	10.8	142	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	70	-	-
Students with Disabilities	16.8	12.5	-4.3	12.9	88	3	Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	27	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	27	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.0	6.3	-0.7	5.6	709	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	89.7	90.2	0.5	91.8	377	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	61.8	66.7	4.9	67.8	63	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	34	-	-
Students with Disabilities	46.2	54.8	8.6	53.9	42	3	Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	89.8	90.3	0.5	92.3	339	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	194	194	100	Yes	1	194	194	100	Yes	1	194	194	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	50	50	50	50	50	50	150	150	100	Yes	1
English Learners and Former English Learners	-	-	-	-	-	-	-	-	-	-	-
Low Income	18	18	18	18	18	18	54	-	-	-	-
Students with Disabilities	37	37	37	37	37	37	111	111	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	1	1	1	1	1	1	3	-	-	-	-
Hispanic or Latino	6	6	6	6	6	6	18	-	-	-	-
Multi-Race, Not Hispanic or Latino	6	6	6	6	6	6	18	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	181	181	181	181	181	181	543	543	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