Massachusetts School and District Profiles

Trinity Day Academy

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Trinity Day Academy

Organization Information

DISTRICT NAME
New Bedford (02010000)

TITLE I STATUS
Title I School

SCHOOL
Trinity Day Academy (02010510)

GRADES SERVED
06,07,08,09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

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 -Low Income -High Needs

Low participation rate: Students with Disabilities -Low Income -Hispanic or Latino -High Needs -All Students

Progress toward improvement targets	Accountability percentile
28% - Moderate progress toward targets	2

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	8%	42%
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		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	-	-	-	-	-	-	-	-	-
	Mathematics achievement	4	4	-	-	-	-	-	-	-	-	-	-
	Science achievement	-	-	-	-	-	-	-	-	-	-	-	-
	Achievement total	4	8	67.5	-	-	-	-	-	-	-	-	-
Growth	English language arts growth	0	4	-	-	-	-	-	-	-	-	-	-
	Mathematics growth	2	4	-	-	-	-	-	-	-	-	-	-
	Growth total	2	8	22.5	-	-	-	-	-	-	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	-	-	-	-	-	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-	-	-	-	-	-	-
Weighted total		3.2	7.6	-	-	-	-	-	-	-	-	-	-
Percentage of possible points		42%		-	-		-	-		-	-		-
Percentage of possible points by gradespan		42% Weight of non-high school results:100%						- Weight of high school results:0%
2026 Annual criterion-referenced target percentage		42%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	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	-	-	-	-	-	-	-	-	-	-	-	-
	Achievement total	0	8	67.5	-	-	-	-	-	-	-	-	-
Growth	English language arts growth	1	4	-	-	-	-	-	-	-	-	-	-
	Mathematics growth	0	4	-	-	-	-	-	-	-	-	-	-
	Growth total	1	8	22.5	-	-	-	-	-	-	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	-	-	-	-	-	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-	-	-	-	-	-	-
Weighted total		0.6	7.6	-	-	-	-	-	-	-	-	-	-
Percentage of possible points		8%		-	-		-	-		-	-		-
Percentage of possible points by gradespan		8% Weight of non-high school results:100%						- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		8%

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	8%	42%
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 (Non-high school grades)			High Needs Student Group (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	4	4	-	-	-	-
	Science achievement	-	-	-	-	-	-
	Achievement total	4	8	67.5	-	-	-
Growth	English language arts growth	0	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	2	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-
Weighted total		3.2	7.6	-	-	-	-
Percentage of possible points		42%		-	-		-
Percentage of possible points by gradespan		42% Weight of non-high school results:100%			- Weight of high school results:0%
2026 Annual criterion-referenced target percentage		42%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (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	-	-	-	-	-	-
	Achievement total	0	8	67.5	-	-	-
Growth	English language arts growth	1	4	-	-	-	-
	Mathematics growth	0	4	-	-	-	-
	Growth total	1	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-
Weighted total		0.6	7.6	-	-	-	-
Percentage of possible points		8%		-	-		-
Percentage of possible points by gradespan		8% Weight of non-high school results:100%			- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		8%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	455.0	452.5	-2.5	457.3	28	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	455.0	452.5	-2.5	457.9	28	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	456.7	452.3	-4.4	459.1	23	0	Path Forward: Declined
Students with Disabilities	455.0	451.7	-3.3	458.3	27	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	-	-	-	-	13	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	13	-	-
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	11	-	-
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	3	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	453.8	461.4	7.6	456.3	27	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	453.8	461.4	7.6	456.5	27	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	452.8	460.3	7.5	455.6	23	4	Path Forward: Exceeded Target
Students with Disabilities	453.8	461.0	7.2	457.2	26	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	-	-	-	-	12	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	12	-	-
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	11	-	-
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	3	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	-	-	-	-	16	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	16	-	-
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	7	-	-

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 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	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	29.2	26	0	Very Low Growth
Lowest Performing	-	-	-	-
High Needs	29.2	26	0	Very Low Growth
English Learners and Former English Learners	-	5	-	-
Low Income	30.8	21	1	Low Growth
Students with Disabilities	29.2	25	0	Very Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	11	-	-

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	-	9	-	-
Lowest Performing	-	-	-	-
High Needs	-	9	-	-
English Learners and Former English Learners	-	4	-	-
Low Income	-	7	-	-
Students with Disabilities	-	9	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	2	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.5	27	2	Typical Growth - Low
Lowest Performing	-	-	-	-
High Needs	41.5	27	2	Typical Growth - Low
English Learners and Former English Learners	-	4	-	-
Low Income	38.7	23	1	Low Growth
Students with Disabilities	43.0	26	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	12	-	-

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	-	10	-	-
Lowest Performing	-	-	-	-
High Needs	-	10	-	-
English Learners and Former English Learners	-	5	-	-
Low Income	-	9	-	-
Students with Disabilities	-	10	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	2	-	-

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	-	-	-	-	22	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	22	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	20	-	-
Students with Disabilities	-	-	-	-	22	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	10	-	-

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	-	-	-	-	19	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	19	-	-
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	-	-	-	-	62	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	62	-	-
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	52	-	-
Students with Disabilities	-	-	-	-	62	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	24	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	26	-	-

Progress toward attaining English language proficiency - Non-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	-	-	-	-	-	-	-

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 - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	28.1	51.4	23.3	26.6	35	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	28.1	50.0	21.9	25.7	34	0	Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	28.6	51.7	23.1	25.4	29	0	Declined
Students with Disabilities	28.1	48.5	20.4	24.5	33	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	14	-	-

Chronic absenteeism - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	56	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	56	-	-
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	-	-	-	-	53	-	-
Students with Disabilities	-	-	-	-	56	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	23	-	-

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	26	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	26	-	-
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	24	-	-
Students with Disabilities	-	-	-	-	26	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	11	-	-

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	50	43	89	No	2	52	46	91	No	2	38	19	66	No	2

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	50	43	52	46	38	19	140	108	85	No	2
English Learners and Former English Learners	10	6	10	9	7	2	27	-	-	-	-
Low Income	42	35	45	40	33	16	120	91	84	No	2
Students with Disabilities	49	42	51	45	37	18	137	105	85	No	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	7	6	7	4	6	3	20	-	-	-	-
Hispanic or Latino	25	21	25	23	17	8	67	52	85	No	2
Multi-Race, Not Hispanic or Latino	1	1	1	1	1	0	3	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	17	15	19	18	14	8	50	-	-	-	-

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