Massachusetts School and District Profiles

North Reading High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - North Reading High

Organization Information

DISTRICT NAME
North Reading (02170000)

TITLE I STATUS
Non-Title I School

SCHOOL
North Reading High (02170505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
47% - Moderate progress toward targets	79

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	62%	37%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	47%
	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	3	4	-	0	4	-
	Science achievement	3	4	-	0	4	-
	Achievement total	6	12	47.5	0	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	22.5	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	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	3	8	10.0	4	4	10.0
Weighted total		6.3	10.7	-	1.5	10.3	-
Percentage of possible points		59%		-	15%		-
2026 Annual criterion-referenced target percentage		37%

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	3	4	-	0	4	-
	Mathematics achievement	3	4	-	1	4	-
	Science achievement	4	4	-	3	4	-
	Achievement total	10	12	47.5	4	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	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	12	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	8	8	10.0	2	4	10.0
Weighted total		9.1	10.7	-	4.0	10.3	-
Percentage of possible points		85%		-	39%		-
2025 Annual criterion-referenced target percentage		62%

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	51%	31%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	39%
	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	2	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		3.3	10.7	-
Percentage of possible points		31%		-
2026 Annual criterion-referenced target percentage		31%

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	3	4	-
	Achievement total	3	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	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	4	4	-
	Additional indicators total	8	8	10.0
Weighted total		5.4	10.7	-
Percentage of possible points		51%		-
2025 Annual criterion-referenced target percentage		51%

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	511.8	507.7	-4.1	512.8	163	0	Path Forward: Declined
Lowest Performing	492.4	482.6	-9.8	496.0	38	0	Path Forward: Declined
High Needs	500.2	489.1	-11.1	502.1	48	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	504.5	497.9	-6.6	508.1	22	0	Path Forward: Declined
Students with Disabilities	492.8	482.3	-10.5	494.7	30	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.5	506.1	-4.4	511.8	132	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	512.2	510.8	-1.4	513.3	163	3	Path Forward: Met Target
Lowest Performing	492.1	486.4	-5.7	495.4	38	0	Path Forward: Declined
High Needs	497.0	491.6	-5.4	499.7	48	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	497.5	500.6	3.1	502.0	22	3	Path Forward: Met Target
Students with Disabilities	491.5	483.2	-8.3	494.0	30	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.4	508.8	-2.6	513.1	133	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	514.5	507.6	-6.9	515.5	157	3	Path Forward: Met Target
Lowest Performing	496.9	483.9	-13.0	499.5	38	0	Path Forward: Declined
High Needs	501.9	490.7	-11.2	504.2	45	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	497.0	484.1	-12.9	499.5	29	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.5	506.0	-7.5	514.8	127	3	Path Forward: Met Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.1	159	2	Typical Growth - Low
Lowest Performing	45.6	38	2	Typical Growth - Low
High Needs	45.7	46	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	46.1	21	2	Typical Growth - Low
Students with Disabilities	41.7	30	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	13	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.6	129	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.0	160	2	Typical Growth - Low
Lowest Performing	51.2	38	3	Typical Growth - High
High Needs	45.0	47	2	Typical Growth - Low
English Learners and Former English Learners	-	2	-	-
Low Income	43.8	21	2	Typical Growth - Low
Students with Disabilities	45.9	30	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	13	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.6	130	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.1	98.8	2.7	95.0	160	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	90.7	96.2	5.5	93.8	53	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	83.9	96.3	12.4	88.0	27	4	Exceeded Target
Students with Disabilities	89.7	94.4	4.7	93.7	36	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.4	98.6	2.2	95.0	139	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.4	98.4	-1.0	95.0	129	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	98.1	96.3	-1.8	95.0	54	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	96.9	93.5	-3.4	95.0	31	0	Declined
Students with Disabilities	97.0	97.4	0.4	95.0	39	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	100.0	98.2	-1.8	95.0	112	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.0	0.3	0.3	1.0	645	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.0	0.6	0.6	1.0	172	3	Met Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	0.0	0.0	0.0	1.0	72	4	Exceeded Target
Students with Disabilities	0.0	0.9	0.9	1.0	116	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	43	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	32	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.0	0.4	0.4	1.0	544	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	9.5	9.8	0.3	8.4	633	3	Met Target
Lowest Performing	13.9	5.3	-8.6	9.9	38	4	Exceeded Target
High Needs	16.6	21.3	4.7	13.5	155	0	Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	17.6	23.4	5.8	13.4	77	0	Declined
Students with Disabilities	20.2	24.7	4.5	16.3	97	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	40	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	36	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	25	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	8.7	8.5	-0.2	7.3	529	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	80.1	78.2	-1.9	82.2	312	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	61.4	62.9	1.5	67.4	70	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	72.5	66.7	-5.8	78.3	33	0	Declined
Students with Disabilities	50.0	55.8	5.8	57.7	43	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	19	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	80.1	77.4	-2.7	82.6	265	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	165	164	99	Yes	1	164	163	99	Yes	1	165	165	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	49	48	48	48	49	49	146	145	99	Yes	1
English Learners and Former English Learners	3	3	3	3	3	3	9	-	-	-	-
Low Income	22	22	22	22	22	22	66	66	100	Yes	1
Students with Disabilities	31	30	30	30	31	31	92	91	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	13	13	13	13	13	13	39	-	-	-	-
Black or African American	1	1	1	0	1	1	3	-	-	-	-
Hispanic or Latino	8	8	8	8	8	8	24	-	-	-	-
Multi-Race, Not Hispanic or Latino	10	10	9	9	10	10	29	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	133	132	133	133	133	133	399	398	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