Massachusetts School and District Profiles

Watertown High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Watertown High

Organization Information

DISTRICT NAME
Watertown (03140000)

TITLE I STATUS
Non-Title I School

SCHOOL
Watertown High (03140505)

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	50

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	33%	29%
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	-	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	3	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	8	20.0	6	8	22.5
High school completion	Four-year cohort graduation rate	3	4	-	-	-	-
	Extended engagement rate	3	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	10	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	6	8	10.0	4	4	10.0
Weighted total		4.0	10.0	-	1.8	10.3	-
Percentage of possible points		40%		-	18%		-
2026 Annual criterion-referenced target percentage		29%

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	4	4	-	0	4	-
	Mathematics achievement	2	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	6	12	40.0	0	12	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	8	20.0	6	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	2	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		4.8	10.0	-	1.8	10.3	-
Percentage of possible points		48%		-	18%		-
2025 Annual criterion-referenced target percentage		33%

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	21%	36%
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		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	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	-
	Advanced coursework completion	0	4	-
	Additional indicators total	4	8	10.0
Weighted total		3.9	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	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	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	3	4	-
	Advanced coursework completion	1	4	-
	Additional indicators total	4	8	10.0
Weighted total		2.2	10.7	-
Percentage of possible points		21%		-
2025 Annual criterion-referenced target percentage		21%

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	500.8	499.4	-1.4	502.4	162	0	Recovery Path: Declined
Lowest Performing	479.2	471.4	-7.8	484.3	32	0	Path Forward: Declined
High Needs	484.9	481.6	-3.3	488.2	79	0	Path Forward: Declined
English Learners and Former English Learners	469.4	472.2	2.8	471.2	37	4	Recovery Path: Exceeded Target
Low Income	485.5	484.6	-0.9	487.2	60	0	Recovery Path: Declined
Students with Disabilities	475.7	473.1	-2.6	478.3	22	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	485.8	485.1	-0.7	489.3	34	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.1	504.0	-3.1	510.1	101	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	505.1	501.6	-3.5	507.2	157	0	Recovery Path: Declined
Lowest Performing	479.0	474.5	-4.5	484.1	32	0	Path Forward: Declined
High Needs	489.9	485.2	-4.7	492.1	74	0	Recovery Path: Declined
English Learners and Former English Learners	476.9	477.3	0.4	482.0	32	2	Path Forward: Improved Below Target
Low Income	489.5	486.6	-2.9	492.4	55	0	Recovery Path: Declined
Students with Disabilities	478.0	476.5	-1.5	482.4	21	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	492.8	484.1	-8.7	497.2	31	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.2	506.8	-3.4	511.5	100	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	498.2	493.4	-4.8	501.6	148	0	Recovery Path: Declined
Lowest Performing	477.0	467.6	-9.4	481.7	31	0	Path Forward: Declined
High Needs	485.0	476.7	-8.3	488.4	66	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	26	-	-
Low Income	485.4	476.9	-8.5	488.6	48	0	Recovery Path: Declined
Students with Disabilities	471.4	472.4	1.0	474.0	20	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	491.4	478.6	-12.8	496.1	28	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.2	499.0	-2.2	504.1	93	0	Recovery Path: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.8	138	3	Typical Growth - High
Lowest Performing	50.5	32	3	Typical Growth - High
High Needs	46.4	59	2	Typical Growth - Low
English Learners and Former English Learners	54.0	20	3	Typical Growth - High
Low Income	48.7	43	2	Typical Growth - Low
Students with Disabilities	37.5	22	1	Low Growth
American Indian or Alaska Native	-	0	-	-
Asian	-	9	-	-
Black or African American	-	3	-	-
Hispanic or Latino	52.1	28	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.3	88	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	63.3	140	4	Exceeded Typical Growth
Lowest Performing	54.2	32	3	Typical Growth - High
High Needs	51.7	62	3	Typical Growth - High
English Learners and Former English Learners	53.9	23	3	Typical Growth - High
Low Income	54.3	45	3	Typical Growth - High
Students with Disabilities	43.1	21	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	-	8	-	-
Black or African American	-	3	-	-
Hispanic or Latino	53.1	27	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	63.0	91	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	87.0	89.7	2.7	89.5	203	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	80.2	85.8	5.6	84.6	134	4	Exceeded Target
English Learners and Former English Learners	61.3	61.4	0.1	69.2	44	2	Improved Below Target
Low Income	81.7	85.4	3.7	85.8	123	3	Met Target
Students with Disabilities	86.2	100.0	13.8	93.5	36	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	20	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	70.0	60.5	-9.5	74.5	38	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.8	96.8	0.0	95.0	124	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	88.8	91.0	2.2	90.9	177	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	81.9	86.2	4.3	85.6	116	4	Exceeded Target
English Learners and Former English Learners	51.7	74.2	22.5	58.4	31	4	Exceeded Target
Low Income	80.9	87.5	6.6	84.6	104	4	Exceeded Target
Students with Disabilities	83.3	93.1	9.8	88.4	29	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	70.0	80.0	10.0	74.8	50	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	93.8	96.8	3.0	95.0	93	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	3.0	1.6	-1.4	2.7	761	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	5.3	2.7	-2.6	4.7	413	4	Exceeded Target
English Learners and Former English Learners	13.9	5.1	-8.8	12.5	118	4	Exceeded Target
Low Income	5.9	2.1	-3.8	5.3	331	4	Exceeded Target
Students with Disabilities	2.5	3.4	0.9	2.2	117	0	Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	61	-	-
Black or African American	-	-	-	-	34	-	-
Hispanic or Latino	7.2	3.8	-3.4	6.4	183	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	52	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	1.2	0.5	-0.7	1.0	429	4	Exceeded Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	39.1	30.4	-8.7	44.6	92	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	39.1	30.4	-8.7	44.6	92	0	Declined
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	26.9	19.0	-7.9	24.6	748	4	Exceeded Target
Lowest Performing	25.0	15.6	-9.4	19.2	32	4	Exceeded Target
High Needs	37.5	29.9	-7.6	33.7	415	4	Exceeded Target
English Learners and Former English Learners	40.2	31.7	-8.5	36.0	180	4	Exceeded Target
Low Income	39.1	30.5	-8.6	34.0	328	4	Exceeded Target
Students with Disabilities	39.7	33.3	-6.4	35.3	108	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	59	-	-
Black or African American	-	-	-	-	25	-	-
Hispanic or Latino	44.7	33.0	-11.7	40.7	203	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	54	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	21.2	14.0	-7.2	18.7	406	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	56.5	56.6	0.1	60.6	376	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	42.1	38.8	-3.3	48.2	219	0	Declined
English Learners and Former English Learners	18.2	21.6	3.4	24.9	88	2	Improved Below Target
Low Income	44.9	42.0	-2.9	51.7	174	0	Declined
Students with Disabilities	32.8	18.9	-13.9	40.9	53	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	27	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	28.4	37.6	9.2	35.8	109	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	27	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	67.4	66.5	-0.9	71.5	200	1	No Change

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	169	169	100	Yes	1	163	163	100	Yes	1	169	165	98	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	85	85	79	79	85	81	249	245	98	Yes	1
English Learners and Former English Learners	43	43	37	37	42	39	122	119	98	Yes	1
Low Income	65	65	59	59	64	61	188	185	98	Yes	1
Students with Disabilities	22	22	21	21	23	21	66	64	97	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	13	13	12	12	13	13	38	-	-	-	-
Black or African American	3	3	3	3	3	3	9	-	-	-	-
Hispanic or Latino	37	37	33	33	36	33	106	103	97	Yes	1
Multi-Race, Not Hispanic or Latino	12	12	12	12	12	12	36	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	103	103	102	102	104	103	309	308	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