Massachusetts School and District Profiles

Haverhill High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Haverhill High

Organization Information

DISTRICT NAME
Haverhill (01280000)

TITLE I STATUS
Title I School

SCHOOL
Haverhill High (01280505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
Targeted Support and Improvement (TSI), Additional Targeted Support and Improvement (ATSI)

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: Low Income -High Needs

Progress toward improvement targets	Accountability percentile
33% - 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	11%	47%
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	3	4	-	2	4	-
	Mathematics achievement	2	4	-	3	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	5	12	40.0	5	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	4	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	4	8	10.0	4	4	10.0
Weighted total		4.8	10.0	-	4.7	10.3	-
Percentage of possible points		48%		-	46%		-
2026 Annual criterion-referenced target percentage		47%

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	1	4	-	1	4	-
	Growth total	2	8	20.0	2	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	0	4	-	0	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	1	8	10.0	0	4	10.0
Weighted total		1.7	10.0	-	0.5	10.3	-
Percentage of possible points		17%		-	5%		-
2025 Annual criterion-referenced target percentage		11%

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	19%	40%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	32%
	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	1	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	3	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	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	4	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	4	8	10.0
Weighted total		4.3	10.7	-
Percentage of possible points		40%		-
2026 Annual criterion-referenced target percentage		40%

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	1	4	-
	Growth total	2	8	22.5
High school completion	Four-year cohort graduation rate	1	4	-
	Extended engagement rate	2	4	-
	Annual dropout rate	4	4	-
	High school completion total	7	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	1	4	-
	Additional indicators total	1	8	10.0
Weighted total		2.0	10.7	-
Percentage of possible points		19%		-
2025 Annual criterion-referenced target percentage		19%

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	484.3	485.6	1.3	486.1	395	3	Recovery Path: Met Target
Lowest Performing	460.3	463.4	3.1	465.4	73	2	Path Forward: Improved Below Target
High Needs	475.6	475.4	-0.2	479.9	256	1	Path Forward: No Change
English Learners and Former English Learners	462.1	464.1	2.0	465.6	72	2	Path Forward: Improved Below Target
Low Income	475.7	476.4	0.7	480.6	228	2	Path Forward: Improved Below Target
Students with Disabilities	468.1	464.5	-3.6	469.4	63	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	27	-	-
Hispanic or Latino	474.1	476.7	2.6	477.8	195	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.7	496.6	1.9	499.8	164	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	482.8	485.2	2.4	486.9	383	2	Path Forward: Improved Below Target
Lowest Performing	463.5	468.2	4.7	468.6	73	3	Path Forward: Met Target
High Needs	474.4	477.8	3.4	478.6	244	2	Path Forward: Improved Below Target
English Learners and Former English Learners	469.1	471.7	2.6	474.2	69	2	Path Forward: Improved Below Target
Low Income	474.5	477.9	3.4	478.3	217	3	Path Forward: Met Target
Students with Disabilities	466.1	470.3	4.2	470.2	60	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	26	-	-
Hispanic or Latino	473.4	478.2	4.8	477.2	187	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.5	493.4	1.9	495.5	161	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	488.4	480.7	-7.7	491.1	353	0	Recovery Path: Declined
Lowest Performing	463.3	455.5	-7.8	467.2	71	0	Path Forward: Declined
High Needs	478.9	470.7	-8.2	480.8	219	0	Recovery Path: Declined
English Learners and Former English Learners	469.7	464.4	-5.3	473.7	55	0	Path Forward: Declined
Low Income	479.0	471.2	-7.8	480.9	195	0	Recovery Path: Declined
Students with Disabilities	471.0	460.6	-10.4	474.5	57	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	477.9	470.5	-7.4	480.7	173	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.0	492.5	-4.5	498.9	151	0	Recovery Path: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.8	320	2	Typical Growth - Low
Lowest Performing	47.0	73	2	Typical Growth - Low
High Needs	47.8	194	2	Typical Growth - Low
English Learners and Former English Learners	46.0	42	2	Typical Growth - Low
Low Income	47.9	173	2	Typical Growth - Low
Students with Disabilities	43.3	51	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	16	-	-
Hispanic or Latino	48.9	158	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.9	139	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.5	324	2	Typical Growth - Low
Lowest Performing	49.2	73	2	Typical Growth - Low
High Needs	48.2	198	2	Typical Growth - Low
English Learners and Former English Learners	47.0	43	2	Typical Growth - Low
Low Income	47.8	177	2	Typical Growth - Low
Students with Disabilities	46.4	51	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	17	-	-
Hispanic or Latino	47.7	160	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.4	140	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	81.5	88.4	6.9	86.0	491	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	75.6	85.0	9.4	80.7	347	4	Exceeded Target
English Learners and Former English Learners	47.5	80.0	32.5	53.1	65	4	Exceeded Target
Low Income	75.4	84.2	8.8	80.7	323	4	Exceeded Target
Students with Disabilities	71.0	81.6	10.6	80.1	103	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	27	-	-
Hispanic or Latino	72.4	87.2	14.8	78.8	195	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	90.0	90.1	0.1	93.9	243	2	Improved Below Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	89.8	85.7	-4.1	92.5	496	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	86.3	80.8	-5.5	89.9	369	0	Declined
English Learners and Former English Learners	72.5	52.5	-20.0	79.5	59	0	Declined
Low Income	86.2	80.2	-6.0	90.5	349	0	Declined
Students with Disabilities	84.8	80.4	-4.4	91.8	107	0	Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	32	-	-
Hispanic or Latino	83.3	76.7	-6.6	87.4	210	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	92.5	95.0	2.5	95.0	241	3	Met Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	2.7	1.7	-1.0	2.4	1,897	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	3.9	2.3	-1.6	3.5	1,195	4	Exceeded Target
English Learners and Former English Learners	6.1	2.3	-3.8	5.4	264	4	Exceeded Target
Low Income	4.2	2.2	-2.0	3.7	1,047	4	Exceeded Target
Students with Disabilities	4.5	2.6	-1.9	4.0	346	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	37	-	-
Black or African American	-	-	-	-	114	-	-
Hispanic or Latino	3.6	2.4	-1.2	3.2	862	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	40	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	1.9	1.2	-0.7	1.7	838	4	Exceeded Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	39.5	23.3	-16.2	41.0	236	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	39.5	23.3	-16.2	41.0	236	0	Declined
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	47.3	40.7	-6.6	44.3	1,880	4	Exceeded Target
Lowest Performing	60.0	47.9	-12.1	53.1	73	4	Exceeded Target
High Needs	56.4	48.0	-8.4	52.8	1,253	4	Exceeded Target
English Learners and Former English Learners	50.6	39.9	-10.7	46.2	361	4	Exceeded Target
Low Income	56.9	49.4	-7.5	52.9	1,123	4	Exceeded Target
Students with Disabilities	57.2	44.8	-12.4	53.4	299	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	38	-	-
Black or African American	-	-	-	-	131	-	-
Hispanic or Latino	56.1	49.1	-7.0	52.2	926	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	49	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	40.8	33.3	-7.5	37.2	733	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	65.7	59.2	-6.5	70.5	914	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	54.5	45.9	-8.6	59.6	584	0	Declined
English Learners and Former English Learners	33.6	36.5	2.9	41.2	159	2	Improved Below Target
Low Income	54.7	45.9	-8.8	60.0	527	0	Declined
Students with Disabilities	41.0	34.5	-6.5	46.5	139	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	20	-	-
Black or African American	-	-	-	-	63	-	-
Hispanic or Latino	53.7	47.0	-6.7	60.2	415	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	26	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	74.9	69.6	-5.3	79.7	388	0	Declined

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	414	412	100	Yes	1	414	400	97	Yes	1	415	412	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	273	271	274	260	275	272	822	803	98	Yes	1
English Learners and Former English Learners	81	81	81	78	81	80	243	239	98	Yes	1
Low Income	242	240	243	230	244	242	729	712	98	Yes	1
Students with Disabilities	65	64	65	61	65	63	195	188	96	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	5	5	5	5	5	5	15	-	-	-	-
Black or African American	28	28	28	27	28	28	84	83	99	Yes	1
Hispanic or Latino	209	208	209	200	210	209	628	617	98	Yes	1
Multi-Race, Not Hispanic or Latino	4	4	4	4	4	4	12	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	168	167	168	164	168	166	504	497	99	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