Massachusetts School and District Profiles

Milford High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Milford High

Organization Information

DISTRICT NAME
Milford (01850000)

TITLE I STATUS
Non-Title I School

SCHOOL
Milford High (01850505)

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
25% - Moderate progress toward targets	23

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	20%	29%
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	-	0	4	-
	Mathematics achievement	0	4	-	1	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	0	12	40.0	1	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	4	4	-	-	-	-
	Annual dropout rate	3	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	4	4	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	6	8	10.0	4	4	10.0
Weighted total		3.5	10.0	-	2.4	10.3	-
Percentage of possible points		35%		-	23%		-
2026 Annual criterion-referenced target percentage		29%

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	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	5	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	4	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	2	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	4	8	10.0	2	4	10.0
Weighted total		2.7	10.0	-	1.3	10.3	-
Percentage of possible points		27%		-	13%		-
2025 Annual criterion-referenced target percentage		20%

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	22%	32%
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	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	4	4	-
	Annual dropout rate	3	4	-
	High school completion total	7	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	6	8	10.0
Weighted total		3.4	10.7	-
Percentage of possible points		32%		-
2026 Annual criterion-referenced target percentage		32%

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	2	4	-
	Mathematics growth	3	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	0	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	-
	Advanced coursework completion	2	4	-
	Additional indicators total	4	8	10.0
Weighted total		2.3	10.7	-
Percentage of possible points		22%		-
2025 Annual criterion-referenced target percentage		22%

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	493.0	489.3	-3.7	494.6	284	0	Recovery Path: Declined
Lowest Performing	469.5	468.8	-0.7	474.6	56	0	Path Forward: Declined
High Needs	483.3	479.2	-4.1	486.6	171	0	Path Forward: Declined
English Learners and Former English Learners	466.9	466.6	-0.3	469.8	81	1	Path Forward: No Change
Low Income	484.4	479.3	-5.1	487.2	151	0	Path Forward: Declined
Students with Disabilities	478.5	474.4	-4.1	481.1	43	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	483.4	482.1	-1.3	485.4	104	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	498.4	493.3	-5.1	500.1	142	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	489.8	488.2	-1.6	491.6	277	0	Recovery Path: Declined
Lowest Performing	471.6	471.6	0.0	476.7	56	1	Path Forward: No Change
High Needs	482.4	480.9	-1.5	486.5	165	0	Path Forward: Declined
English Learners and Former English Learners	473.4	474.3	0.9	478.5	76	2	Path Forward: Improved Below Target
Low Income	483.0	481.4	-1.6	487.0	145	0	Path Forward: Declined
Students with Disabilities	479.3	473.1	-6.2	483.7	43	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	483.9	483.5	-0.4	489.0	99	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	493.3	491.0	-2.3	494.8	140	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	490.0	485.9	-4.1	493.3	253	0	Recovery Path: Declined
Lowest Performing	468.8	465.1	-3.7	473.5	56	0	Path Forward: Declined
High Needs	481.9	477.0	-4.9	483.1	144	0	Recovery Path: Declined
English Learners and Former English Learners	466.0	465.5	-0.5	470.3	60	1	Path Forward: No Change
Low Income	482.7	477.2	-5.5	485.0	126	0	Recovery Path: Declined
Students with Disabilities	480.1	472.5	-7.6	483.2	40	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	482.7	477.7	-5.0	485.4	88	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	492.9	490.1	-2.8	495.9	133	0	Recovery Path: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.9	244	3	Typical Growth - High
Lowest Performing	56.5	56	3	Typical Growth - High
High Needs	52.2	136	3	Typical Growth - High
English Learners and Former English Learners	53.4	54	3	Typical Growth - High
Low Income	52.5	117	3	Typical Growth - High
Students with Disabilities	45.7	38	2	Typical Growth - Low
American Indian or Alaska Native	-	3	-	-
Asian	-	9	-	-
Black or African American	-	11	-	-
Hispanic or Latino	53.6	80	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	49.5	130	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.3	243	3	Typical Growth - High
Lowest Performing	53.3	56	3	Typical Growth - High
High Needs	52.6	136	3	Typical Growth - High
English Learners and Former English Learners	50.4	55	3	Typical Growth - High
Low Income	53.6	117	3	Typical Growth - High
Students with Disabilities	43.3	38	2	Typical Growth - Low
American Indian or Alaska Native	-	3	-	-
Asian	-	9	-	-
Black or African American	-	11	-	-
Hispanic or Latino	54.1	78	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	52.1	131	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	85.7	80.0	-5.7	88.2	365	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	79.4	72.5	-6.9	83.8	251	0	Declined
English Learners and Former English Learners	50.0	58.1	8.1	57.9	105	3	Met Target
Low Income	78.7	71.8	-6.9	82.8	234	0	Declined
Students with Disabilities	89.2	68.2	-21.0	95.0	44	0	Declined
American Indian or Alaska Native	-	-	-	-	9	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	78.4	69.7	-8.7	82.9	145	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	89.3	86.4	-2.9	91.6	177	0	Declined

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	80.1	87.0	6.9	82.2	307	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	71.5	81.4	9.9	75.2	199	4	Exceeded Target
English Learners and Former English Learners	51.4	54.8	3.4	58.1	62	2	Improved Below Target
Low Income	71.8	80.9	9.1	75.5	183	4	Exceeded Target
Students with Disabilities	73.5	89.2	15.7	78.6	37	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	70.2	81.4	11.2	75.0	102	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	84.6	89.3	4.7	86.7	178	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	5.5	4.7	-0.8	4.9	1,316	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	8.5	7.3	-1.2	7.6	805	3	Met Target
English Learners and Former English Learners	15.8	15.8	0.0	14.2	323	1	No Change
Low Income	7.7	7.0	-0.7	6.9	696	2	Improved Below Target
Students with Disabilities	5.1	4.8	-0.3	4.5	165	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	30	-	-
Asian	-	-	-	-	23	-	-
Black or African American	-	-	-	-	67	-	-
Hispanic or Latino	8.2	7.3	-0.9	7.3	493	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	49	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	3.7	2.8	-0.9	3.3	652	4	Exceeded Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	19.4	24.3	4.9	24.9	206	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	19.4	24.3	4.9	24.9	206	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	31.5	22.9	-8.6	29.2	1,286	4	Exceeded Target
Lowest Performing	40.4	17.9	-22.5	34.6	56	4	Exceeded Target
High Needs	42.2	32.4	-9.8	38.4	792	4	Exceeded Target
English Learners and Former English Learners	50.2	37.3	-12.9	46.0	383	4	Exceeded Target
Low Income	42.9	33.3	-9.6	37.8	708	4	Exceeded Target
Students with Disabilities	37.5	29.9	-7.6	33.1	134	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	23	-	-
Asian	-	-	-	-	26	-	-
Black or African American	-	-	-	-	67	-	-
Hispanic or Latino	40.9	28.5	-12.4	36.9	491	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	38	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	26.3	19.3	-7.0	23.8	638	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	66.6	67.1	0.5	70.7	596	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	48.3	52.0	3.7	54.4	358	2	Improved Below Target
English Learners and Former English Learners	16.7	31.9	15.2	23.4	144	4	Exceeded Target
Low Income	50.3	53.0	2.7	57.1	321	2	Improved Below Target
Students with Disabilities	28.6	29.6	1.0	36.7	71	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	18	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	32	-	-
Hispanic or Latino	54.0	57.6	3.6	61.4	217	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	75.4	75.0	-0.4	79.5	292	1	No Change

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	291	289	99	Yes	1	285	282	99	Yes	1	291	290	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	178	176	172	170	178	178	528	524	99	Yes	1
English Learners and Former English Learners	84	83	80	78	84	84	248	245	99	Yes	1
Low Income	157	155	151	149	157	157	465	461	99	Yes	1
Students with Disabilities	45	43	45	45	45	45	135	133	99	Yes	1
American Indian or Alaska Native	3	3	3	3	3	3	9	-	-	-	-
Asian	9	9	9	9	9	9	27	-	-	-	-
Black or African American	17	17	16	16	17	16	50	-	-	-	-
Hispanic or Latino	109	107	105	103	109	109	323	319	99	Yes	1
Multi-Race, Not Hispanic or Latino	10	10	10	10	10	10	30	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	142	142	141	140	142	142	425	424	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