Massachusetts School and District Profiles

North Andover High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - North Andover High

Organization Information

DISTRICT NAME
North Andover (02110000)

TITLE I STATUS
Non-Title I School

SCHOOL
North Andover High (02110505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Limited or no progress toward targets

Progress toward improvement targets	Accountability percentile
24% - Limited or no progress toward targets	57

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	29%	21%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	24%
	Limited or no 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	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	0	12	40.0	0	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	3	8	20.0	3	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	11	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	6	8	10.0	0	4	10.0
Weighted total		3.5	10.0	-	0.7	10.3	-
Percentage of possible points		35%		-	7%		-
2026 Annual criterion-referenced target percentage		21%

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	-	2	4	-
	Achievement total	0	12	40.0	2	12	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	3	8	20.0	5	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	11	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	2	8	10.0	4	4	10.0
Weighted total		3.0	10.0	-	2.9	10.3	-
Percentage of possible points		30%		-	28%		-
2025 Annual criterion-referenced target percentage		29%

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	53%	18%
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	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	1	4	-
	Growth total	3	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	4	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	3	4	-
	Advanced coursework completion	1	4	-
	Additional indicators total	4	8	10.0
Weighted total		1.9	10.7	-
Percentage of possible points		18%		-
2026 Annual criterion-referenced target percentage		18%

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	2	4	-
	Mathematics achievement	1	4	-
	Science achievement	2	4	-
	Achievement total	5	12	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	1	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	3	4	-
	High school completion total	11	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	2	8	10.0
Weighted total		5.7	10.7	-
Percentage of possible points		53%		-
2025 Annual criterion-referenced target percentage		53%

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	505.8	501.0	-4.8	507.3	299	0	Path Forward: Declined
Lowest Performing	484.6	476.7	-7.9	489.7	67	0	Path Forward: Declined
High Needs	495.1	482.7	-12.4	497.7	103	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	22	-	-
Low Income	497.8	484.4	-13.4	500.3	74	0	Path Forward: Declined
Students with Disabilities	482.3	473.9	-8.4	484.4	49	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	517.4	505.9	-11.5	519.3	21	0	Recovery Path: Declined
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	497.3	486.4	-10.9	500.0	56	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.7	505.9	-0.8	508.4	197	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	503.8	500.6	-3.2	505.4	297	0	Recovery Path: Declined
Lowest Performing	481.5	477.5	-4.0	486.6	67	0	Path Forward: Declined
High Needs	491.2	483.4	-7.8	495.0	102	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	22	-	-
Low Income	491.9	485.3	-6.6	495.5	74	0	Path Forward: Declined
Students with Disabilities	482.8	474.9	-7.9	485.5	48	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	518.5	513.8	-4.7	520.3	21	3	Recovery Path: Met Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	492.2	484.8	-7.4	495.7	56	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.2	504.6	-0.6	506.6	196	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	506.3	501.4	-4.9	508.9	283	0	Recovery Path: Declined
Lowest Performing	486.6	476.6	-10.0	489.8	67	0	Path Forward: Declined
High Needs	495.9	484.5	-11.4	499.7	91	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	497.2	486.5	-10.7	500.5	64	0	Path Forward: Declined
Students with Disabilities	488.0	474.7	-13.3	490.9	45	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	518.3	511.0	-7.3	520.2	21	3	Recovery Path: Met Target
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	497.9	486.4	-11.5	500.6	49	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.0	504.9	-2.1	509.9	194	3	Recovery Path: Met Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.8	274	2	Typical Growth - Low
Lowest Performing	45.7	67	2	Typical Growth - Low
High Needs	44.8	89	2	Typical Growth - Low
English Learners and Former English Learners	-	17	-	-
Low Income	46.5	62	2	Typical Growth - Low
Students with Disabilities	40.1	46	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	56.0	21	3	Typical Growth - High
Black or African American	-	6	-	-
Hispanic or Latino	47.3	48	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.9	187	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	34.1	275	1	Low Growth
Lowest Performing	38.1	67	1	Low Growth
High Needs	37.5	90	1	Low Growth
English Learners and Former English Learners	-	19	-	-
Low Income	39.0	62	1	Low Growth
Students with Disabilities	35.0	45	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	35.8	21	1	Low Growth
Black or African American	-	5	-	-
Hispanic or Latino	36.0	49	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	33.8	188	1	Low Growth

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.5	96.8	-1.7	95.0	339	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.0	92.9	-4.1	95.0	127	0	Declined
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	96.3	91.1	-5.2	95.0	101	0	Declined
Students with Disabilities	95.7	92.5	-3.2	95.0	53	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	100.0	100.0	0.0	95.0	25	4	Exceeded Target
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	96.5	88.2	-8.3	95.0	51	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.8	97.9	-0.9	95.0	234	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.0	99.1	0.1	95.0	340	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.6	98.5	0.9	95.0	135	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	97.1	98.2	1.1	95.0	109	4	Exceeded Target
Students with Disabilities	98.0	97.9	-0.1	95.0	47	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	23	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	94.7	98.2	3.5	95.0	57	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.6	99.2	-0.4	95.0	242	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.4	0.5	0.1	1.0	1,328	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.9	1.1	0.2	1.0	445	0	Declined
English Learners and Former English Learners	-	-	-	-	33	-	-
Low Income	1.2	0.9	-0.3	1.0	322	4	Exceeded Target
Students with Disabilities	0.5	1.6	1.1	1.0	193	0	Declined
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	0.0	0.0	0.0	1.0	96	4	Exceeded Target
Black or African American	-	-	-	-	51	-	-
Hispanic or Latino	1.4	0.9	-0.5	1.2	218	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	60	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.2	0.4	0.2	1.0	899	3	Met Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	40.0	37.8	-2.2	46.0	37	1	No Change
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	20.7	18.7	-2.0	19.4	1,309	4	Exceeded Target
Lowest Performing	22.9	25.4	2.5	18.1	67	0	Declined
High Needs	33.2	30.9	-2.3	30.9	437	3	Met Target
English Learners and Former English Learners	-	-	-	-	70	-	-
Low Income	37.1	33.3	-3.8	32.5	312	2	Improved Below Target
Students with Disabilities	29.3	33.1	3.8	25.7	181	0	Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	11.5	7.9	-3.6	8.4	101	4	Exceeded Target
Black or African American	-	-	-	-	60	-	-
Hispanic or Latino	34.9	31.6	-3.3	31.1	231	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	54	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	17.3	16.8	-0.5	15.9	858	2	Improved Below Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	70.5	70.9	0.4	73.8	687	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	43.9	43.0	-0.9	49.2	235	1	No Change
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	49.1	47.6	-1.5	55.8	168	0	Declined
Students with Disabilities	22.5	21.9	-0.6	30.8	96	1	No Change
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	88.0	93.6	5.6	93.1	47	3	Met Target
Black or African American	-	-	-	-	31	-	-
Hispanic or Latino	42.9	42.0	-0.9	53.2	119	1	No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	31	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	75.4	75.7	0.3	78.9	457	2	Improved Below Target

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	308	304	99	Yes	1	307	304	99	Yes	1	308	304	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	109	107	109	108	110	108	328	323	98	Yes	1
English Learners and Former English Learners	24	23	24	24	24	24	72	71	99	Yes	1
Low Income	79	77	79	78	79	77	237	232	98	Yes	1
Students with Disabilities	51	50	51	50	52	51	154	151	98	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	21	21	21	21	21	21	63	63	100	Yes	1
Black or African American	14	13	13	13	14	13	41	-	-	-	-
Hispanic or Latino	60	59	60	59	60	58	180	176	98	Yes	1
Multi-Race, Not Hispanic or Latino	12	12	12	12	12	12	36	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	200	198	200	198	200	199	600	595	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