Massachusetts School and District Profiles

Marlborough High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Marlborough High

Organization Information

DISTRICT NAME
Marlborough (01700000)

TITLE I STATUS
Non-Title I School

SCHOOL
Marlborough High (01700505)

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
40% - Moderate progress toward targets	29

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	27%	49%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	40%
	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	-	0	4	-
	Achievement total	4	12	40.0	4	12	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	8	20.0	6	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	2	4	-	-	-	-
	High school completion total	10	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	5	8	10.0	4	4	10.0
Weighted total		5.5	10.0	-	4.5	10.3	-
Percentage of possible points		55%		-	44%		-
2026 Annual criterion-referenced target percentage		49%

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	2	4	-	0	4	-
	Achievement total	2	12	40.0	0	12	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	6	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	-	0	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	8	8	10.0	0	4	10.0
Weighted total		4.0	10.0	-	1.4	10.3	-
Percentage of possible points		40%		-	14%		-
2025 Annual criterion-referenced target percentage		27%

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	28%	66%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	51%
	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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	1	4	-
	Achievement total	7	12	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	2	4	-
	High school completion total	10	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		7.1	10.7	-
Percentage of possible points		66%		-
2026 Annual criterion-referenced target percentage		66%

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	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	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		3.0	10.7	-
Percentage of possible points		28%		-
2025 Annual criterion-referenced target percentage		28%

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	491.0	491.1	0.1	492.5	169	2	Recovery Path: Improved Below Target
Lowest Performing	468.2	470.2	2.0	473.3	32	2	Path Forward: Improved Below Target
High Needs	479.0	482.8	3.8	483.3	119	3	Path Forward: Met Target
English Learners and Former English Learners	458.6	468.4	9.8	460.6	50	4	Recovery Path: Exceeded Target
Low Income	480.0	483.8	3.8	484.9	107	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	482.2	483.3	1.1	483.6	93	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.5	501.7	0.2	506.6	55	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	490.4	491.2	0.8	494.5	167	2	Path Forward: Improved Below Target
Lowest Performing	472.3	472.4	0.1	477.4	32	2	Path Forward: Improved Below Target
High Needs	480.8	484.6	3.8	485.0	117	3	Path Forward: Met Target
English Learners and Former English Learners	467.1	474.4	7.3	472.2	50	4	Path Forward: Exceeded Target
Low Income	481.4	484.8	3.4	485.2	105	3	Path Forward: Met Target
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	481.8	484.5	2.7	484.0	92	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.8	500.0	-1.8	505.8	55	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	490.4	488.3	-2.1	493.8	142	0	Recovery Path: Declined
Lowest Performing	470.3	466.8	-3.5	474.2	32	0	Path Forward: Declined
High Needs	480.5	480.3	-0.2	483.6	93	1	Recovery Path: No Change
English Learners and Former English Learners	467.1	470.8	3.7	472.1	33	2	Recovery Path: Improved Below Target
Low Income	480.8	480.8	0.0	484.7	84	1	Recovery Path: No Change
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	480.8	480.8	0.0	484.3	73	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.8	496.2	-6.6	504.8	53	0	Recovery Path: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.2	137	3	Typical Growth - High
Lowest Performing	56.2	32	3	Typical Growth - High
High Needs	57.8	88	3	Typical Growth - High
English Learners and Former English Learners	61.3	25	4	Exceeded Typical Growth
Low Income	57.1	82	3	Typical Growth - High
Students with Disabilities	-	13	-	-
American Indian or Alaska Native	-	3	-	-
Asian	-	1	-	-
Black or African American	-	6	-	-
Hispanic or Latino	60.7	71	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.7	50	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	60.1	142	4	Exceeded Typical Growth
Lowest Performing	52.3	32	3	Typical Growth - High
High Needs	59.6	93	3	Typical Growth - High
English Learners and Former English Learners	51.7	32	3	Typical Growth - High
Low Income	58.9	85	3	Typical Growth - High
Students with Disabilities	-	13	-	-
American Indian or Alaska Native	-	3	-	-
Asian	-	1	-	-
Black or African American	-	6	-	-
Hispanic or Latino	55.9	76	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	64.2	50	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	83.9	94.0	10.1	88.4	285	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	80.8	92.5	11.7	85.9	227	4	Exceeded Target
English Learners and Former English Learners	73.3	90.6	17.3	78.9	106	4	Exceeded Target
Low Income	81.9	94.5	12.6	87.2	200	4	Exceeded Target
Students with Disabilities	-	-	-	-	40	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	81.3	93.4	12.1	87.7	182	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	89.5	96.1	6.6	93.4	76	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	86.6	90.7	4.1	89.3	248	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	83.3	89.4	6.1	86.9	198	4	Exceeded Target
English Learners and Former English Learners	73.8	84.0	10.2	80.8	75	4	Exceeded Target
Low Income	83.1	89.0	5.9	87.4	182	4	Exceeded Target
Students with Disabilities	-	-	-	-	37	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	82.8	88.7	5.9	86.9	150	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	94.7	94.7	0.0	95.0	76	3	Met 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	972	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	1.8	1.7	-0.1	1.6	659	2	Improved Below Target
English Learners and Former English Learners	2.8	1.8	-1.0	2.5	276	4	Exceeded Target
Low Income	1.6	1.4	-0.2	1.4	562	3	Met Target
Students with Disabilities	-	-	-	-	111	-	-
American Indian or Alaska Native	-	-	-	-	7	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	63	-	-
Hispanic or Latino	1.4	1.2	-0.2	1.2	599	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	1.1	0.8	-0.3	1.0	266	4	Exceeded Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	28.9	18.7	-10.2	30.4	150	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	28.9	18.7	-10.2	30.4	150	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	29.7	28.6	-1.1	26.7	847	2	Improved Below Target
Lowest Performing	37.9	25.0	-12.9	31.0	32	4	Exceeded Target
High Needs	36.2	35.3	-0.9	32.6	600	2	Improved Below Target
English Learners and Former English Learners	42.4	40.3	-2.1	38.0	283	2	Improved Below Target
Low Income	37.5	36.4	-1.1	33.5	530	2	Improved Below Target
Students with Disabilities	-	-	-	-	112	-	-
American Indian or Alaska Native	-	-	-	-	6	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	66	-	-
Hispanic or Latino	37.2	33.7	-3.5	33.3	510	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	16.1	20.1	4.0	12.5	229	0	Declined

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	61.8	66.0	4.2	66.6	473	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	51.6	54.7	3.1	56.7	311	2	Improved Below Target
English Learners and Former English Learners	34.7	41.0	6.3	42.3	144	2	Improved Below Target
Low Income	54.5	56.4	1.9	59.8	275	2	Improved Below Target
Students with Disabilities	-	-	-	-	54	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	38	-	-
Hispanic or Latino	54.0	59.3	5.3	60.5	280	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	83.7	78.8	-4.9	88.5	132	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	187	186	99	Yes	1	186	183	98	Yes	1	186	184	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	137	136	136	133	136	134	409	403	99	Yes	1
English Learners and Former English Learners	64	63	62	61	63	61	189	185	98	Yes	1
Low Income	121	120	121	118	121	119	363	357	98	Yes	1
Students with Disabilities	19	19	19	18	19	19	57	-	-	-	-
American Indian or Alaska Native	4	4	4	4	4	4	12	-	-	-	-
Asian	1	1	1	1	1	1	3	-	-	-	-
Black or African American	13	13	14	13	13	13	40	-	-	-	-
Hispanic or Latino	107	106	105	103	106	104	318	313	98	Yes	1
Multi-Race, Not Hispanic or Latino	6	6	6	6	6	6	18	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	56	56	56	56	56	56	168	168	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