Massachusetts School and District Profiles

South Hadley High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - South Hadley High

Organization Information

DISTRICT NAME
South Hadley (02780000)

TITLE I STATUS
Non-Title I School

SCHOOL
South Hadley High (02780505)

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
28% - Moderate progress toward targets	43

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	30%	26%
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 (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	-	1	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	0	12	40.0	1	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	20.0	5	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	8	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		3.3	10.0	-	2.0	10.3	-
Percentage of possible points		33%		-	19%		-
2026 Annual criterion-referenced target percentage		26%

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	-	0	4	-
	Achievement total	0	12	40.0	2	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	20.0	6	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-	-	-	-
	Extended engagement rate	3	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	5	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	0	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	6	8	10.0	0	4	10.0
Weighted total		3.3	10.0	-	2.7	10.3	-
Percentage of possible points		33%		-	26%		-
2025 Annual criterion-referenced target percentage		30%

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	36%	30%
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	3	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	8	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	3	4	-
	Additional indicators total	5	8	10.0
Weighted total		3.2	10.7	-
Percentage of possible points		30%		-
2026 Annual criterion-referenced target percentage		30%

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	2	4	-
	Science achievement	1	4	-
	Achievement total	3	12	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	7	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	0	4	-
	High school completion total	2	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		3.8	10.7	-
Percentage of possible points		36%		-
2025 Annual criterion-referenced target percentage		36%

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	501.7	497.2	-4.5	504.9	104	0	Recovery Path: Declined
Lowest Performing	475.9	475.8	-0.1	481.0	23	1	Path Forward: No Change
High Needs	491.4	483.3	-8.1	493.4	45	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	496.4	487.2	-9.2	498.5	30	0	Recovery Path: Declined
Students with Disabilities	478.1	477.0	-1.1	480.7	24	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.1	499.9	-4.2	507.4	83	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	500.4	496.5	-3.9	502.3	107	0	Recovery Path: Declined
Lowest Performing	478.9	477.0	-1.9	484.0	23	0	Path Forward: Declined
High Needs	489.0	485.0	-4.0	493.1	46	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	493.1	485.3	-7.8	495.1	30	0	Recovery Path: Declined
Students with Disabilities	480.8	480.8	0.0	485.2	25	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.8	498.6	-5.2	506.7	86	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	500.3	490.3	-10.0	502.3	103	0	Path Forward: Declined
Lowest Performing	478.9	472.4	-6.5	483.6	23	0	Path Forward: Declined
High Needs	490.6	479.9	-10.7	492.5	42	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	494.2	480.2	-14.0	497.4	28	0	Recovery Path: Declined
Students with Disabilities	482.5	477.8	-4.7	485.6	24	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.2	491.8	-9.4	503.5	84	0	Path Forward: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.9	99	2	Typical Growth - Low
Lowest Performing	47.7	23	2	Typical Growth - Low
High Needs	42.5	40	2	Typical Growth - Low
English Learners and Former English Learners	-	7	-	-
Low Income	42.7	26	2	Typical Growth - Low
Students with Disabilities	40.1	22	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.5	81	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.4	102	3	Typical Growth - High
Lowest Performing	55.8	23	3	Typical Growth - High
High Needs	55.8	41	3	Typical Growth - High
English Learners and Former English Learners	-	7	-	-
Low Income	54.2	26	3	Typical Growth - High
Students with Disabilities	55.5	23	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.6	84	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	94.0	93.2	-0.8	95.0	132	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	91.8	89.0	-2.8	95.0	73	0	Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	91.9	87.0	-4.9	95.0	54	0	Declined
Students with Disabilities	85.7	84.2	-1.5	93.0	38	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	21	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.1	92.5	-3.6	95.0	106	0	Declined

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	94.6	96.2	1.6	95.0	133	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	89.9	94.5	4.6	93.6	73	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	88.7	93.5	4.8	92.4	62	4	Exceeded Target
Students with Disabilities	87.0	92.9	5.9	92.1	28	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	94.1	98.0	3.9	95.0	102	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.8	0.6	-1.2	1.6	475	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	2.1	1.4	-0.7	1.8	220	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	2.2	1.4	-0.8	1.9	147	4	Exceeded Target
Students with Disabilities	3.2	1.7	-1.5	2.8	121	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	86	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	2.3	0.6	-1.7	2.0	361	4	Exceeded Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	13.6	20.0	6.4	19.6	20	3	Met Target
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	29.8	28.5	-1.3	27.5	453	2	Improved Below Target
Lowest Performing	34.5	30.4	-4.1	28.7	23	2	Improved Below Target
High Needs	41.2	40.6	-0.6	37.4	202	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	30	-	-
Low Income	42.9	45.3	2.4	37.8	139	0	Declined
Students with Disabilities	43.0	37.1	-5.9	38.6	116	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	86	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	24.4	21.2	-3.2	21.9	339	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	49.6	50.2	0.6	53.7	223	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	20.8	26.5	5.7	26.9	102	3	Met Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	21.7	31.4	9.7	28.5	70	4	Exceeded Target
Students with Disabilities	15.5	16.1	0.6	23.6	62	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	50	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	54.5	54.7	0.2	58.6	159	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	104	104	100	Yes	1	107	107	100	Yes	1	107	107	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	45	45	46	46	46	46	137	137	100	Yes	1
English Learners and Former English Learners	9	9	9	9	9	9	27	-	-	-	-
Low Income	30	30	30	30	30	30	90	90	100	Yes	1
Students with Disabilities	24	24	25	25	25	25	74	74	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	2	2	2	2	2	2	6	-	-	-	-
Black or African American	3	3	3	3	3	3	9	-	-	-	-
Hispanic or Latino	14	14	14	14	14	14	42	-	-	-	-
Multi-Race, Not Hispanic or Latino	2	2	2	2	2	2	6	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	83	83	86	86	86	86	255	255	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