Massachusetts School and District Profiles

Leicester High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Leicester High

Organization Information

DISTRICT NAME
Leicester (01510000)

TITLE I STATUS
Non-Title I School

SCHOOL
Leicester High (01510505)

GRADES SERVED
09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
35% - Moderate progress toward targets	26

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	37%	33%
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		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	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	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	3	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	4	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	-	-	-	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	4	8	10.0	-	-	-
Weighted total		3.5	10.7	-	-	-	-
Percentage of possible points		33%		-	-		-
2026 Annual criterion-referenced target percentage		33%

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	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	1	4	-	2	4	-
	Achievement total	1	12	47.5	6	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	1	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	4	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	0	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	2	8	10.0	0	4	10.0
Weighted total		2.6	10.7	-	5.2	10.3	-
Percentage of possible points		24%		-	51%		-
2025 Annual criterion-referenced target percentage		37%

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	10%	40%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	28%
	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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	4	-
	Achievement total	2	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	2	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	10	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	2	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	0	4	-
	High school completion total	0	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		1.1	10.7	-
Percentage of possible points		10%		-
2025 Annual criterion-referenced target percentage		10%

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	495.9	493.5	-2.4	498.0	85	0	Path Forward: Declined
Lowest Performing	-	-	-	-	18	-	-
High Needs	487.9	482.4	-5.5	491.2	44	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	490.3	484.4	-5.9	493.1	36	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.8	495.4	-4.4	502.8	58	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	493.3	490.8	-2.5	496.1	82	0	Path Forward: Declined
Lowest Performing	-	-	-	-	18	-	-
High Needs	484.2	482.0	-2.2	488.3	41	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	485.2	483.1	-2.1	489.2	33	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.3	491.1	-5.2	499.2	57	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	497.3	495.3	-2.0	498.6	79	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	18	-	-
High Needs	487.0	487.1	0.1	488.3	39	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	32	-	-
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.8	496.6	-4.2	503.1	54	0	Path Forward: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.4	75	2	Typical Growth - Low
Lowest Performing	-	18	-	-
High Needs	41.2	36	2	Typical Growth - Low
English Learners and Former English Learners	-	4	-	-
Low Income	42.7	30	2	Typical Growth - Low
Students with Disabilities	-	10	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	6	-	-
Black or African American	-	5	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.5	52	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.3	74	2	Typical Growth - Low
Lowest Performing	-	18	-	-
High Needs	42.5	35	2	Typical Growth - Low
English Learners and Former English Learners	-	5	-	-
Low Income	42.3	28	2	Typical Growth - Low
Students with Disabilities	-	9	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	6	-	-
Black or African American	-	5	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	39.8	51	1	Low Growth

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	91.1	93.1	2.0	93.6	87	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	85.5	88.9	3.4	89.9	54	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	83.0	93.3	10.3	87.1	45	4	Exceeded Target
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	94.9	96.8	1.9	95.0	62	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	93.1	96.4	3.3	95.0	112	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	90.2	95.2	5.0	93.9	62	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	89.8	94.3	4.5	93.5	53	4	Exceeded Target
Students with Disabilities	-	-	-	-	26	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	93.2	96.2	3.0	95.0	78	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.0	0.8	-0.2	1.0	384	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	2.5	1.7	-0.8	2.2	175	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	25	-	-
Low Income	2.9	2.0	-0.9	2.6	150	4	Exceeded Target
Students with Disabilities	-	-	-	-	49	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	26	-	-
Hispanic or Latino	-	-	-	-	76	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.4	0.4	0.0	1.0	251	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	20.9	15.0	-5.9	18.6	414	4	Exceeded Target
Lowest Performing	-	-	-	-	18	-	-
High Needs	28.9	23.5	-5.4	25.1	196	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	27	-	-
Low Income	30.1	25.8	-4.3	25.0	163	2	Improved Below Target
Students with Disabilities	-	-	-	-	53	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	33	-	-
Hispanic or Latino	-	-	-	-	74	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	17.6	11.3	-6.3	15.1	274	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	62.5	56.1	-6.4	66.6	198	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	54.9	44.4	-10.5	61.0	90	0	Declined
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	57.1	48.6	-8.5	63.9	72	0	Declined
Students with Disabilities	-	-	-	-	24	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	-	-	-	-	40	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	66.2	58.6	-7.6	70.3	128	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	86	86	100	Yes	1	83	83	100	Yes	1	86	86	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	45	45	42	42	45	45	132	132	100	Yes	1
English Learners and Former English Learners	6	6	6	6	6	6	18	-	-	-	-
Low Income	37	37	34	34	37	37	108	108	100	Yes	1
Students with Disabilities	12	12	10	10	12	12	34	-	-	-	-
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	6	6	6	6	6	6	18	-	-	-	-
Black or African American	7	7	6	6	7	7	20	-	-	-	-
Hispanic or Latino	10	10	10	10	10	10	30	-	-	-	-
Multi-Race, Not Hispanic or Latino	4	4	3	3	4	4	11	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	58	58	57	57	58	58	173	173	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