Massachusetts School and District Profiles

Fitchburg High

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Schools

2026

Accountability Report

2026 Official Accountability Report - Fitchburg High

Organization Information

DISTRICT NAME
Fitchburg (00970000)

TITLE I STATUS
Title I School

SCHOOL
Fitchburg High (00970505)

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: Students with Disabilities

Progress toward improvement targets	Accountability percentile
25% - Moderate progress toward targets	9

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	14%	32%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	25%
	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	-	1	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	2	4	-
	Achievement total	0	12	40.0	5	12	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	3	8	20.0	3	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	2	4	-	-	-	-
	High school completion total	6	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	2	8	10.0	2	4	10.0
Weighted total		2.3	10.0	-	4.3	10.3	-
Percentage of possible points		23%		-	42%		-
2026 Annual criterion-referenced target percentage		32%

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	40.0	0	12	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	3	8	20.0	2	8	22.5
High school completion	Four-year cohort graduation rate	3	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	7	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	0	4	-	-	-	-
	Additional indicators total	0	8	10.0	0	4	10.0
Weighted total		2.3	10.0	-	0.5	10.3	-
Percentage of possible points		23%		-	5%		-
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	14%	20%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	17%
	Limited or no 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	1	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	1	12	47.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	3	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	0	4	-
	Advanced coursework completion	3	4	-
	Additional indicators total	3	8	10.0
Weighted total		2.1	10.7	-
Percentage of possible points		20%		-
2026 Annual criterion-referenced target percentage		20%

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	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	3	4	-
	Annual dropout rate	1	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	0	4	-
	Additional indicators total	0	8	10.0
Weighted total		1.5	10.7	-
Percentage of possible points		14%		-
2025 Annual criterion-referenced target percentage		14%

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	485.4	482.8	-2.6	487.3	310	0	Recovery Path: Declined
Lowest Performing	460.4	460.1	-0.3	465.5	56	1	Path Forward: No Change
High Needs	479.3	478.9	-0.4	483.6	255	1	Path Forward: No Change
English Learners and Former English Learners	462.2	465.8	3.6	465.7	68	3	Path Forward: Met Target
Low Income	480.1	479.9	-0.2	485.0	228	1	Path Forward: No Change
Students with Disabilities	472.4	466.5	-5.9	474.3	77	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Black or African American	484.1	489.3	5.2	487.0	38	4	Recovery Path: Exceeded Target
Hispanic or Latino	479.0	478.1	-0.9	482.7	169	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	25	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.1	487.8	-14.3	507.2	64	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	483.8	480.7	-3.1	485.9	295	0	Recovery Path: Declined
Lowest Performing	462.6	466.0	3.4	467.7	56	2	Path Forward: Improved Below Target
High Needs	478.7	477.7	-1.0	482.9	240	0	Path Forward: Declined
English Learners and Former English Learners	471.1	471.4	0.3	476.2	65	2	Path Forward: Improved Below Target
Low Income	478.9	477.8	-1.1	480.8	214	0	Recovery Path: Declined
Students with Disabilities	467.7	468.4	0.7	471.8	74	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Black or African American	480.8	483.4	2.6	485.9	37	2	Path Forward: Improved Below Target
Hispanic or Latino	478.0	476.0	-2.0	481.8	161	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.5	487.7	-9.8	501.5	60	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	481.1	476.7	-4.4	484.6	263	0	Recovery Path: Declined
Lowest Performing	458.2	459.0	0.8	462.1	55	2	Path Forward: Improved Below Target
High Needs	475.4	473.3	-2.1	478.5	212	0	Recovery Path: Declined
English Learners and Former English Learners	461.7	463.4	1.7	465.7	48	2	Path Forward: Improved Below Target
Low Income	476.4	473.3	-3.1	479.6	188	0	Recovery Path: Declined
Students with Disabilities	466.3	465.3	-1.0	467.8	68	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	32	-	-
Hispanic or Latino	475.6	470.6	-5.0	478.3	139	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	25	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.9	485.3	-8.6	497.0	54	0	Recovery Path: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	39.8	262	1	Low Growth
Lowest Performing	32.7	56	1	Low Growth
High Needs	37.7	211	1	Low Growth
English Learners and Former English Learners	35.9	49	1	Low Growth
Low Income	38.7	191	1	Low Growth
Students with Disabilities	27.5	61	0	Very Low Growth
American Indian or Alaska Native	-	0	-	-
Asian	-	12	-	-
Black or African American	47.4	25	2	Typical Growth - Low
Hispanic or Latino	39.7	149	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	37.3	55	1	Low Growth

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.3	251	2	Typical Growth - Low
Lowest Performing	46.7	56	2	Typical Growth - Low
High Needs	44.8	200	2	Typical Growth - Low
English Learners and Former English Learners	44.4	47	2	Typical Growth - Low
Low Income	44.8	180	2	Typical Growth - Low
Students with Disabilities	35.8	58	1	Low Growth
American Indian or Alaska Native	-	0	-	-
Asian	-	12	-	-
Black or African American	52.9	26	3	Typical Growth - High
Hispanic or Latino	45.1	143	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.6	51	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	95.2	90.5	-4.7	95.0	263	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	94.2	88.5	-5.7	95.0	217	0	Declined
English Learners and Former English Learners	94.3	73.9	-20.4	95.0	46	0	Declined
Low Income	94.0	89.6	-4.4	95.0	211	0	Declined
Students with Disabilities	88.4	78.0	-10.4	95.0	50	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	20	-	-
Black or African American	100.0	96.4	-3.6	95.0	28	4	Exceeded Target
Hispanic or Latino	92.8	87.8	-5.0	95.0	147	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.8	92.5	-4.3	95.0	53	0	Declined

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	95.6	95.6	0.0	95.0	251	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	95.2	94.7	-0.5	95.0	208	3	Met Target
English Learners and Former English Learners	94.4	94.3	-0.1	95.0	35	1	No Change
Low Income	95.0	94.5	-0.5	95.0	201	3	Met Target
Students with Disabilities	92.7	88.4	-4.3	95.0	43	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	20	-	-
Black or African American	100.0	100.0	0.0	95.0	21	4	Exceeded Target
Hispanic or Latino	93.7	93.5	-0.2	95.0	139	1	No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.1	96.8	0.7	95.0	62	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.3	1.2	-0.1	1.1	1,220	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	1.4	1.5	0.1	1.2	913	0	Declined
English Learners and Former English Learners	1.7	3.7	2.0	1.5	217	0	Declined
Low Income	1.4	1.3	-0.1	1.2	823	2	Improved Below Target
Students with Disabilities	1.8	1.7	-0.1	1.6	233	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	59	-	-
Black or African American	0.0	0.0	0.0	1.0	128	4	Exceeded Target
Hispanic or Latino	1.3	1.6	0.3	1.1	706	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	90	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	2.0	1.3	-0.7	1.8	236	4	Exceeded Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	18.6	22.7	4.1	20.1	198	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	18.6	22.7	4.1	20.1	198	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	43.6	49.8	6.2	40.6	1,314	0	Declined
Lowest Performing	56.6	55.4	-1.2	49.7	56	2	Improved Below Target
High Needs	50.0	55.5	5.5	46.4	1,033	0	Declined
English Learners and Former English Learners	46.1	55.4	9.3	41.7	327	0	Declined
Low Income	50.7	56.7	6.0	46.7	946	0	Declined
Students with Disabilities	51.0	52.9	1.9	47.2	238	0	Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	57	-	-
Black or African American	26.6	37.6	11.0	22.9	157	0	Declined
Hispanic or Latino	50.8	56.4	5.6	46.9	732	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	92	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	36.5	41.8	5.3	32.9	273	0	Declined

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	59.1	62.3	3.2	63.9	592	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	51.0	56.3	5.3	56.1	435	3	Met Target
English Learners and Former English Learners	39.6	58.5	18.9	47.2	142	4	Exceeded Target
Low Income	51.6	56.9	5.3	56.9	399	3	Met Target
Students with Disabilities	35.4	37.8	2.4	40.9	98	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	30	-	-
Black or African American	68.3	60.8	-7.5	75.0	74	0	Declined
Hispanic or Latino	50.8	57.3	6.5	57.3	335	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	38	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	63.9	73.0	9.1	68.7	115	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	340	330	97	Yes	1	335	315	96	Yes	2	338	333	99	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	285	275	280	260	283	279	848	814	96	Yes	1
English Learners and Former English Learners	81	78	81	76	80	79	242	233	96	Yes	1
Low Income	255	246	252	232	255	251	762	729	96	Yes	1
Students with Disabilities	85	80	82	77	84	81	251	238	95	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	15	15	15	15	14	14	44	-	-	-	-
Black or African American	45	45	44	43	45	45	134	133	99	Yes	1
Hispanic or Latino	184	176	182	169	184	180	550	525	95	Yes	1
Multi-Race, Not Hispanic or Latino	26	26	26	24	26	26	78	76	97	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	69	67	67	63	68	67	204	197	97	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