Massachusetts School and District Profiles

Randolph High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Randolph High

Organization Information

DISTRICT NAME
Randolph (02440000)

TITLE I STATUS
Non-Title I School

SCHOOL
Randolph High (02440505)

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
30% - Moderate progress toward targets	18

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	27%	32%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	30%
	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	-	2	4	-
	Mathematics achievement	4	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	4	12	40.0	2	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	0	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	1	4	-	0	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	1	8	10.0	0	4	10.0
Weighted total		4.2	10.0	-	2.3	10.3	-
Percentage of possible points		42%		-	22%		-
2026 Annual criterion-referenced target percentage		32%

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	-	2	4	-
	Science achievement	0	4	-	2	4	-
	Achievement total	0	12	40.0	4	12	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	0	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	4	8	10.0	4	4	10.0
Weighted total		1.6	10.0	-	4.0	10.3	-
Percentage of possible points		16%		-	39%		-
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	12%	36%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	26%
	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	3	4	-
	Science achievement	0	4	-
	Achievement total	3	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	0	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	1	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	1	8	10.0
Weighted total		3.8	10.7	-
Percentage of possible points		36%		-
2026 Annual criterion-referenced target percentage		36%

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	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	0	4	-
	High school completion total	0	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	4	8	10.0
Weighted total		1.3	10.7	-
Percentage of possible points		12%		-
2025 Annual criterion-referenced target percentage		12%

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	487.1	486.5	-0.6	490.6	171	0	Path Forward: Declined
Lowest Performing	462.0	465.7	3.7	467.1	24	2	Path Forward: Improved Below Target
High Needs	481.6	479.0	-2.6	485.9	125	0	Path Forward: Declined
English Learners and Former English Learners	474.1	470.6	-3.5	477.6	41	0	Path Forward: Declined
Low Income	482.8	479.9	-2.9	487.7	115	0	Path Forward: Declined
Students with Disabilities	471.5	462.9	-8.6	472.9	33	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	506.9	509.2	2.3	512.0	42	3	Path Forward: Met Target
Black or African American	480.2	479.8	-0.4	485.3	93	1	Path Forward: No Change
Hispanic or Latino	487.1	479.5	-7.6	490.8	23	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	9	-	-

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	484.3	491.5	7.2	488.4	167	4	Path Forward: Exceeded Target
Lowest Performing	471.1	467.5	-3.6	476.2	24	0	Path Forward: Declined
High Needs	479.8	484.3	4.5	484.0	122	3	Path Forward: Met Target
English Learners and Former English Learners	475.7	483.8	8.1	480.8	40	4	Path Forward: Exceeded Target
Low Income	479.9	485.0	5.1	483.7	112	4	Path Forward: Exceeded Target
Students with Disabilities	471.6	468.5	-3.1	475.7	31	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	503.4	513.7	10.3	504.8	42	4	Recovery Path: Exceeded Target
Black or African American	477.6	484.4	6.8	482.7	91	4	Path Forward: Exceeded Target
Hispanic or Latino	485.5	483.1	-2.4	489.3	22	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	8	-	-

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	480.4	477.1	-3.3	482.9	144	0	Recovery Path: Declined
Lowest Performing	463.4	460.0	-3.4	467.3	24	0	Path Forward: Declined
High Needs	474.6	472.4	-2.2	477.0	104	0	Recovery Path: Declined
English Learners and Former English Learners	468.6	470.7	2.1	472.6	26	2	Path Forward: Improved Below Target
Low Income	475.4	472.8	-2.6	478.8	94	0	Recovery Path: Declined
Students with Disabilities	467.5	457.4	-10.1	470.5	31	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	498.0	495.8	-2.2	500.3	39	0	Recovery Path: Declined
Black or African American	474.2	470.6	-3.6	477.7	75	0	Recovery Path: Declined
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	7	-	-

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.1	122	2	Typical Growth - Low
Lowest Performing	46.0	24	2	Typical Growth - Low
High Needs	46.3	81	2	Typical Growth - Low
English Learners and Former English Learners	-	15	-	-
Low Income	45.7	73	2	Typical Growth - Low
Students with Disabilities	39.7	25	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	54.2	39	3	Typical Growth - High
Black or African American	47.1	52	2	Typical Growth - Low
Hispanic or Latino	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	8	-	-

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.2	126	2	Typical Growth - Low
Lowest Performing	45.5	24	2	Typical Growth - Low
High Needs	43.6	85	2	Typical Growth - Low
English Learners and Former English Learners	-	18	-	-
Low Income	42.6	78	2	Typical Growth - Low
Students with Disabilities	47.6	23	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	50.3	39	3	Typical Growth - High
Black or African American	47.1	56	2	Typical Growth - Low
Hispanic or Latino	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	8	-	-

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	75.0	85.6	10.6	79.5	195	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	70.9	83.0	12.1	76.0	159	4	Exceeded Target
English Learners and Former English Learners	60.5	74.4	13.9	66.1	43	4	Exceeded Target
Low Income	74.2	83.8	9.6	79.5	142	4	Exceeded Target
Students with Disabilities	67.5	81.6	14.1	76.6	38	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	100.0	97.9	-2.1	95.0	48	4	Exceeded Target
Black or African American	73.0	87.1	14.1	78.9	93	4	Exceeded Target
Hispanic or Latino	64.0	68.8	4.8	70.4	32	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	15	-	-

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	87.1	78.0	-9.1	89.8	164	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	87.5	74.5	-13.0	91.1	141	0	Declined
English Learners and Former English Learners	89.3	65.8	-23.5	95.0	38	0	Declined
Low Income	88.4	78.1	-10.3	92.7	128	0	Declined
Students with Disabilities	75.0	67.5	-7.5	82.0	40	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	96.2	100.0	3.8	95.0	24	4	Exceeded Target
Black or African American	87.8	77.5	-10.3	92.7	89	0	Declined
Hispanic or Latino	72.7	68.0	-4.7	76.8	25	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	16	-	-

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	3.2	2.7	-0.5	2.8	764	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	4.0	3.6	-0.4	3.6	559	3	Met Target
English Learners and Former English Learners	3.7	4.3	0.6	3.3	164	0	Declined
Low Income	3.6	3.9	0.3	3.2	489	0	Declined
Students with Disabilities	4.8	4.2	-0.6	4.3	142	3	Met Target
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	0.8	0.0	-0.8	1.0	152	4	Exceeded Target
Black or African American	2.9	2.8	-0.1	2.6	431	1	No Change
Hispanic or Latino	3.7	4.7	1.0	3.3	106	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	54	-	-

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	46.2	50.7	4.5	47.7	136	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	46.2	50.7	4.5	47.7	136	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	21.0	21.0	0.0	18.0	743	1	No Change
Lowest Performing	14.3	37.5	23.2	7.4	24	0	Declined
High Needs	24.6	24.6	0.0	21.0	556	1	No Change
English Learners and Former English Learners	15.7	18.8	3.1	11.3	223	0	Declined
Low Income	25.8	25.5	-0.3	21.8	495	2	Improved Below Target
Students with Disabilities	33.5	27.2	-6.3	29.7	162	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	7.0	10.4	3.4	2.6	135	3	Met Target
Black or African American	18.6	19.1	0.5	14.9	423	1	No Change
Hispanic or Latino	38.1	31.4	-6.7	34.2	118	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	49	-	-

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	74.3	69.7	-4.6	79.1	380	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	65.0	61.4	-3.6	70.1	280	0	Declined
English Learners and Former English Learners	51.8	59.1	7.3	59.4	115	3	Met Target
Low Income	64.8	61.2	-3.6	70.1	242	0	Declined
Students with Disabilities	50.0	43.0	-7.0	55.5	79	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	96.1	93.5	-2.6	95.0	62	3	Met Target
Black or African American	69.1	63.6	-5.5	75.8	231	0	Declined
Hispanic or Latino	73.3	68.4	-4.9	79.8	57	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	26	-	-

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	180	175	97	Yes	1	180	172	96	Yes	1	179	177	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	133	129	132	126	132	131	397	386	97	Yes	1
English Learners and Former English Learners	45	44	44	43	44	44	133	131	98	Yes	1
Low Income	123	119	122	116	122	121	367	356	97	Yes	1
Students with Disabilities	34	33	34	31	34	33	102	97	95	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	42	42	43	43	42	42	127	127	100	Yes	1
Black or African American	98	95	98	94	98	96	294	285	97	Yes	1
Hispanic or Latino	25	24	24	22	24	24	73	70	96	Yes	1
Multi-Race, Not Hispanic or Latino	3	3	3	3	3	3	9	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	11	10	11	9	11	11	33	-	-	-	-

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