Massachusetts School and District Profiles

Hoosac Valley High School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Hoosac Valley High School

Organization Information

DISTRICT NAME
Hoosac Valley Regional (06030000)

TITLE I STATUS
Non-Title I School

SCHOOL
Hoosac Valley High School (06030505)

GRADES SERVED
08,09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
Targeted Support and Improvement (TSI)

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low student group performance: White

Progress toward improvement targets	Accountability percentile
51% - Substantial progress toward targets	20

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	26%	67%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	51%
	Substantial progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	-	-	-	2	4	-	-	-	-
	Mathematics achievement	4	4	-	-	-	-	4	4	-	-	-	-
	Science achievement	3	4	-	-	-	-	3	4	-	-	-	-
	Achievement total	11	12	67.5	-	-	-	9	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	-	-	-	3	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-	4	4	-	-	-	-
	Growth total	4	8	22.5	-	-	-	7	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	0	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	0	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	4	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	4	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	-	-	-	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-	0	8	10.0	-	-	-
Weighted total		8.3	10.3	-	-	-	-	6.7	10.7	-	-	-	-
Percentage of possible points		81%		-	-		-	63%		-	-		-
Percentage of possible points by gradespan		81% Weight of non-high school results:25%						63% Weight of high school results:75%
2026 Annual criterion-referenced target percentage		67%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	2	4	-	0	4	-	-	-	-
	Mathematics achievement	4	4	-	3	4	-	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	0	4	-	-	-	-
	Achievement total	4	12	67.5	5	8	67.5	0	12	47.5	-	-	-
Growth	English language arts growth	1	4	-	1	4	-	2	4	-	-	-	-
	Mathematics growth	1	4	-	2	4	-	2	4	-	-	-	-
	Growth total	2	8	22.5	3	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	-	-	-	-	-	-	0	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	4	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	3	4	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0	3	8	10.0	-	-	-
Weighted total		3.2	10.3	-	4.5	7.6	-	2.0	10.7	-	-	-	-
Percentage of possible points		31%		-	59%		-	19%		-	-		-
Percentage of possible points by gradespan		45% Weight of non-high school results:27%						19% Weight of high school results:73%
2025 Annual criterion-referenced target percentage		26%

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%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	42%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	3	4	-	1	4	-
	Achievement total	9	12	67.5	7	12	47.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	1	4	-	3	4	-
	Growth total	3	8	22.5	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	0	4	-
	Extended engagement rate	-	-	-	0	4	-
	Annual dropout rate	-	-	-	4	4	-
	High school completion total	-	-	-	4	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	1	4	-
	Additional indicators total	0	4	10.0	1	8	10.0
Weighted total		6.8	10.3	-	5.6	10.7	-
Percentage of possible points		66%		-	52%		-
Percentage of possible points by gradespan		66% Weight of non-high school results:25%			52% Weight of high school results:75%
2026 Annual criterion-referenced target percentage		56%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-	0	4	-
	Mathematics achievement	4	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	5	12	67.5	0	12	47.5
Growth	English language arts growth	0	4	-	1	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	1	8	22.5	2	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	0	4	-
	Extended engagement rate	-	-	-	4	4	-
	Annual dropout rate	-	-	-	0	4	-
	High school completion total	-	-	-	4	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	4	4	-
	Additional indicators total	0	4	10.0	4	8	10.0
Weighted total		3.6	10.3	-	1.7	10.7	-
Percentage of possible points		35%		-	16%		-
Percentage of possible points by gradespan		35% Weight of non-high school results:27%			16% Weight of high school results:73%
2025 Annual criterion-referenced target percentage		21%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	472.1	483.1	11.0	475.7	76	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	467.2	479.8	12.6	469.4	46	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	468.2	481.8	13.6	471.1	42	4	Recovery Path: Exceeded Target
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	473.5	484.9	11.4	475.8	70	4	Recovery Path: Exceeded Target

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	485.3	487.7	2.4	488.8	50	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	18	-	-
High Needs	480.2	481.0	0.8	484.5	31	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	483.2	481.8	-1.4	488.1	26	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	483.4	487.8	4.4	488.5	42	2	Path Forward: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	476.1	481.4	5.3	478.7	76	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	473.6	475.4	1.8	476.1	46	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	474.7	476.7	2.0	477.5	42	2	Recovery Path: Improved Below Target
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	477.1	481.6	4.5	479.7	70	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	478.8	484.7	5.9	482.9	49	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	18	-	-
High Needs	473.9	480.3	6.4	478.1	30	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	474.3	482.3	8.0	478.1	25	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	479.7	485.9	6.2	483.7	42	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	476.3	481.1	4.8	480.6	73	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	473.8	478.5	4.7	478.1	43	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	475.0	480.4	5.4	479.1	39	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	478.0	481.5	3.5	482.9	67	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	478.3	480.4	2.1	480.5	45	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	17	-	-
High Needs	474.5	474.1	-0.4	475.9	28	1	Recovery Path: No Change
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	476.0	474.8	-1.2	479.2	24	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	478.5	480.2	1.7	480.4	38	3	Recovery Path: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.7	68	2	Typical Growth - Low
Lowest Performing	-	19	-	-
High Needs	47.1	38	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	47.8	35	2	Typical Growth - Low
Students with Disabilities	-	10	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.4	62	2	Typical Growth - Low

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	59.3	47	3	Typical Growth - High
Lowest Performing	-	18	-	-
High Needs	55.8	30	3	Typical Growth - High
English Learners and Former English Learners	-	2	-	-
Low Income	54.5	25	3	Typical Growth - High
Students with Disabilities	-	10	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.8	40	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.5	71	2	Typical Growth - Low
Lowest Performing	-	19	-	-
High Needs	39.4	41	1	Low Growth
English Learners and Former English Learners	-	1	-	-
Low Income	38.3	38	1	Low Growth
Students with Disabilities	-	12	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.7	65	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	63.5	47	4	Exceeded Typical Growth
Lowest Performing	-	18	-	-
High Needs	56.5	30	3	Typical Growth - High
English Learners and Former English Learners	-	2	-	-
Low Income	60.9	25	4	Exceeded Typical Growth
Students with Disabilities	-	10	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	65.7	40	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	88.9	86.0	-2.9	93.4	50	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	82.8	82.1	-0.7	87.9	39	0	Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	82.1	80.0	-2.1	87.4	35	0	Declined
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	90.7	85.7	-5.0	94.6	42	0	Declined

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	92.3	91.1	-1.2	95.0	45	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	88.2	86.2	-2.0	91.8	29	0	Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	87.5	85.7	-1.8	91.8	28	0	Declined
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	93.9	93.0	-0.9	95.0	43	0	Declined

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	3.6	2.3	-1.3	3.2	217	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	4.9	2.9	-2.0	4.4	140	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	5.5	3.5	-2.0	4.9	115	4	Exceeded Target
Students with Disabilities	-	-	-	-	57	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	4.2	2.7	-1.5	3.7	183	4	Exceeded Target

Progress toward attaining English language proficiency - Non-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	-	-	-	-	-	-	-

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 - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	27.1	29.1	2.0	24.9	79	0	Declined
Lowest Performing	-	-	-	-	19	-	-
High Needs	39.7	43.8	4.1	37.2	48	0	Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	38.9	43.2	4.3	36.2	44	0	Declined
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	24.0	30.1	6.1	21.1	73	0	Declined

Chronic absenteeism - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	34.9	43.4	8.5	31.9	242	0	Declined
Lowest Performing	-	-	-	-	18	-	-
High Needs	42.3	49.1	6.8	38.7	163	0	Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	44.9	51.4	6.5	40.9	148	0	Declined
Students with Disabilities	-	-	-	-	48	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	34.9	43.3	8.4	31.3	203	0	Declined

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	70.5	67.2	-3.3	75.3	116	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	61.1	61.0	-0.1	66.2	77	1	No Change
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	67.2	64.3	-2.9	72.5	70	0	Declined
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	70.2	65.6	-4.6	75.0	96	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	133	129	97	Yes	1	133	129	97	Yes	1	133	126	95	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	84	80	84	80	84	77	252	237	95	Yes	2
English Learners and Former English Learners	3	3	3	3	3	3	9	-	-	-	-
Low Income	74	71	74	70	74	68	222	209	95	Yes	2
Students with Disabilities	27	26	27	27	27	25	81	78	96	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	5	4	5	4	5	5	15	-	-	-	-
Hispanic or Latino	9	9	9	9	9	9	27	-	-	-	-
Multi-Race, Not Hispanic or Latino	1	1	1	1	1	1	3	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	118	115	118	115	118	111	354	341	96	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