Massachusetts School and District Profiles

Stoneham High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Stoneham High

Organization Information

DISTRICT NAME
Stoneham (02840000)

TITLE I STATUS
Title I School

SCHOOL
Stoneham High (02840505)

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
20% - Limited or no progress toward targets	47

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	22%	19%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	20%
	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	47.5	0	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	4	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	4	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	3	4	-	2	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	5	8	10.0	2	4	10.0
Weighted total		2.8	10.7	-	1.1	10.3	-
Percentage of possible points		26%		-	11%		-
2026 Annual criterion-referenced target percentage		19%

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	-	0	4	-
	Achievement total	0	12	47.5	0	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	4	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	3	4	-	-	-	-
	Annual dropout rate	4	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		3.4	10.7	-	1.3	10.3	-
Percentage of possible points		32%		-	13%		-
2025 Annual criterion-referenced target percentage		22%

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	25%	25%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	25%
	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	1	4	-
	Mathematics growth	2	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	3	4	-
	High school completion total	7	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	6	8	10.0
Weighted total		2.7	10.7	-
Percentage of possible points		25%		-
2026 Annual criterion-referenced target percentage		25%

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	4	4	-
	Extended engagement rate	0	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	0	4	-
	Additional indicators total	2	8	10.0
Weighted total		2.7	10.7	-
Percentage of possible points		25%		-
2025 Annual criterion-referenced target percentage		25%

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	506.2	499.7	-6.5	509.0	139	0	Recovery Path: Declined
Lowest Performing	480.8	477.5	-3.3	485.9	31	0	Path Forward: Declined
High Needs	491.5	488.2	-3.3	494.8	58	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	491.6	491.5	-0.1	494.4	38	1	Path Forward: No Change
Students with Disabilities	482.5	478.5	-4.0	485.1	29	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.9	500.6	-7.3	510.6	109	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	501.9	497.3	-4.6	504.7	141	0	Path Forward: Declined
Lowest Performing	476.8	475.9	-0.9	481.9	31	0	Path Forward: Declined
High Needs	487.2	486.2	-1.0	491.3	59	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	487.4	490.6	3.2	491.4	39	2	Path Forward: Improved Below Target
Students with Disabilities	480.1	477.7	-2.4	484.5	29	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.0	499.4	-3.6	505.9	110	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	498.9	493.6	-5.3	502.0	132	0	Recovery Path: Declined
Lowest Performing	471.6	470.1	-1.5	476.3	31	0	Path Forward: Declined
High Needs	484.1	482.7	-1.4	486.9	54	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	482.8	487.2	4.4	485.4	35	4	Recovery Path: Exceeded Target
Students with Disabilities	476.0	477.7	1.7	479.1	27	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.4	495.8	-4.6	502.4	105	0	Recovery Path: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.8	130	2	Typical Growth - Low
Lowest Performing	40.1	31	2	Typical Growth - Low
High Needs	39.8	52	1	Low Growth
English Learners and Former English Learners	-	3	-	-
Low Income	40.2	33	2	Typical Growth - Low
Students with Disabilities	34.7	28	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	5	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.2	106	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.1	131	2	Typical Growth - Low
Lowest Performing	42.1	31	2	Typical Growth - Low
High Needs	43.7	52	2	Typical Growth - Low
English Learners and Former English Learners	-	3	-	-
Low Income	46.1	33	2	Typical Growth - Low
Students with Disabilities	40.1	28	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	4	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.4	107	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.7	92.5	-4.2	95.0	147	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	93.5	80.4	-13.1	95.0	56	0	Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	93.3	81.8	-11.5	95.0	44	0	Declined
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.2	95.5	-2.7	95.0	110	3	Met Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	95.3	97.4	2.1	95.0	151	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	89.7	94.8	5.1	93.4	77	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	86.8	93.3	6.5	90.5	60	4	Exceeded Target
Students with Disabilities	87.5	100.0	12.5	92.6	32	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	97.4	99.1	1.7	95.0	110	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.7	0.8	0.1	1.0	593	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	2.0	1.8	-0.2	1.8	217	3	Met Target
English Learners and Former English Learners	-	-	-	-	27	-	-
Low Income	1.5	2.0	0.5	1.3	147	0	Declined
Students with Disabilities	2.1	1.0	-1.1	1.8	97	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	33	-	-
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	-	-	-	-	64	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.7	0.9	0.2	1.0	456	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	23.6	21.4	-2.2	21.3	607	3	Met Target
Lowest Performing	31.0	25.8	-5.2	25.2	31	2	Improved Below Target
High Needs	41.6	34.2	-7.4	37.8	240	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	44	-	-
Low Income	44.7	37.3	-7.4	39.6	166	4	Exceeded Target
Students with Disabilities	51.0	43.5	-7.5	46.6	108	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	32	-	-
Black or African American	-	-	-	-	29	-	-
Hispanic or Latino	-	-	-	-	75	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	23.3	18.2	-5.1	20.8	451	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	77.9	80.5	2.6	82.0	298	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	56.6	59.8	3.2	62.7	112	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	21	-	-
Low Income	57.9	57.9	0.0	64.7	76	1	No Change
Students with Disabilities	42.2	48.0	5.8	50.3	50	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	-	-	-	-	36	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	81.0	83.1	2.1	85.1	225	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	147	144	98	Yes	1	148	147	99	Yes	1	148	146	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	63	62	64	64	64	63	191	189	99	Yes	1
English Learners and Former English Learners	9	9	9	9	9	9	27	-	-	-	-
Low Income	43	42	44	44	44	44	131	130	99	Yes	1
Students with Disabilities	29	29	29	29	29	28	87	86	99	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	6	6	6	6	6	6	18	-	-	-	-
Black or African American	7	7	7	7	7	7	21	-	-	-	-
Hispanic or Latino	17	16	17	17	17	17	51	-	-	-	-
Multi-Race, Not Hispanic or Latino	3	3	3	3	3	3	9	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	113	111	114	113	114	112	341	336	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