Massachusetts School and District Profiles

Tahanto Regional High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Tahanto Regional High

Organization Information

DISTRICT NAME
Berlin-Boylston (06200000)

TITLE I STATUS
Title I School

SCHOOL
Tahanto Regional High (06200505)

GRADES SERVED
06,07,08,09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	78%	78%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	78%
	Meeting or exceeding 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	3	4	-	2	4	-	4	4	-	3	4	-
	Mathematics achievement	3	4	-	2	4	-	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-	4	4	-	4	4	-
	Achievement total	10	12	67.5	4	8	67.5	12	12	47.5	10	12	67.5
Growth	English language arts growth	2	4	-	3	4	-	4	4	-	4	4	-
	Mathematics growth	3	4	-	2	4	-	3	4	-	4	4	-
	Growth total	5	8	22.5	5	8	22.5	7	8	22.5	8	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	4	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	4	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	3	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	11	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-	3	4	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0	3	8	10.0	0	4	10.0
Weighted total		8.3	10.3	-	4.2	7.6	-	9.8	10.7	-	8.6	10.3	-
Percentage of possible points		81%		-	55%		-	92%		-	84%		-
Percentage of possible points by gradespan		68% Weight of non-high school results:49%						88% Weight of high school results:51%
2026 Annual criterion-referenced target percentage		78%

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	3	4	-	4	4	-	4	4	-	-	-	-
	Mathematics achievement	3	4	-	3	4	-	4	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	4	4	-	-	-	-
	Achievement total	6	12	67.5	7	8	67.5	12	12	47.5	-	-	-
Growth	English language arts growth	3	4	-	3	4	-	4	4	-	-	-	-
	Mathematics growth	3	4	-	3	4	-	4	4	-	-	-	-
	Growth total	6	8	22.5	6	8	22.5	8	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	0	4	-	0	4	-	2	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	2	4	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0	4	8	10.0	-	-	-
Weighted total		5.4	10.3	-	6.1	7.6	-	9.5	10.7	-	-	-	-
Percentage of possible points		52%		-	80%		-	89%		-	-		-
Percentage of possible points by gradespan		66% Weight of non-high school results:48%						89% Weight of high school results:52%
2025 Annual criterion-referenced target percentage		78%

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	11%	14%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	12%
	Limited or no 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	0	4	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	-	-	-
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	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	-	-	-
Weighted total		1.4	10.3	-	-	-	-
Percentage of possible points		14%		-	-		-
Percentage of possible points by gradespan		14% Weight of non-high school results:100%			- Weight of high school results:0%
2026 Annual criterion-referenced target percentage		14%

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	0	4	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	-	-	-
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	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-
Weighted total		1.1	10.3	-	-	-	-
Percentage of possible points		11%		-	-		-
Percentage of possible points by gradespan		11% Weight of non-high school results:100%			- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		11%

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	505.9	504.3	-1.6	507.3	253	3	Path Forward: Met Target
Lowest Performing	475.1	477.9	2.8	479.7	37	2	Recovery Path: Improved Below Target
High Needs	487.6	484.7	-2.9	489.9	79	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	491.2	486.9	-4.3	493.3	41	0	Path Forward: Declined
Students with Disabilities	481.7	480.3	-1.4	484.1	48	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	25	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.3	505.6	-0.7	507.8	200	3	Path Forward: Met 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	519.3	518.0	-1.3	520.3	71	4	Path Forward: Exceeded Target
Lowest Performing	504.4	503.0	-1.4	508.0	20	3	Path Forward: Met Target
High Needs	-	-	-	-	15	-	-
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	10	-	-
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	521.7	518.8	-2.9	523.0	51	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	506.2	506.4	0.2	507.7	252	3	Path Forward: Met Target
Lowest Performing	482.0	483.0	1.0	486.0	37	2	Recovery Path: Improved Below Target
High Needs	492.7	491.0	-1.7	495.2	78	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	494.2	492.2	-2.0	496.6	40	0	Path Forward: Declined
Students with Disabilities	486.1	487.3	1.2	489.3	47	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	24	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.3	506.6	0.3	508.0	200	3	Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	515.7	516.6	0.9	517.0	70	4	Recovery Path: Exceeded Target
Lowest Performing	499.1	498.1	-1.0	502.4	20	3	Path Forward: Met Target
High Needs	-	-	-	-	15	-	-
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	10	-	-
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	518.1	518.2	0.1	519.2	50	4	Recovery Path: 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	502.4	507.3	4.9	504.0	89	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	21	-	-
High Needs	489.5	486.4	-3.1	493.0	24	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	15	-	-
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.2	508.7	6.5	504.4	75	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	513.0	516.9	3.9	514.0	70	4	Path Forward: Exceeded Target
Lowest Performing	495.2	502.8	7.6	497.8	20	4	Path Forward: Exceeded Target
High Needs	-	-	-	-	14	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	9	-	-
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	514.6	516.8	2.2	515.9	51	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.0	243	2	Typical Growth - Low
Lowest Performing	51.0	37	3	Typical Growth - High
High Needs	41.0	74	2	Typical Growth - Low
English Learners and Former English Learners	-	13	-	-
Low Income	38.7	38	1	Low Growth
Students with Disabilities	41.9	44	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	9	-	-
Black or African American	-	6	-	-
Hispanic or Latino	-	22	-	-
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.5	194	2	Typical Growth - Low

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	63.0	69	4	Exceeded Typical Growth
Lowest Performing	69.8	20	4	Exceeded Typical Growth
High Needs	-	13	-	-
English Learners and Former English Learners	-	0	-	-
Low Income	-	8	-	-
Students with Disabilities	-	7	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	62.2	51	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.9	243	3	Typical Growth - High
Lowest Performing	49.6	37	2	Typical Growth - Low
High Needs	50.2	74	3	Typical Growth - High
English Learners and Former English Learners	-	14	-	-
Low Income	45.3	38	2	Typical Growth - Low
Students with Disabilities	52.2	43	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	9	-	-
Black or African American	-	6	-	-
Hispanic or Latino	-	22	-	-
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.3	194	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.2	68	3	Typical Growth - High
Lowest Performing	62.9	20	4	Exceeded Typical Growth
High Needs	-	13	-	-
English Learners and Former English Learners	-	0	-	-
Low Income	-	8	-	-
Students with Disabilities	-	7	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	59.3	50	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	97.4	98.3	0.9	95.0	59	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	22	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	100.0	98.0	-2.0	95.0	49	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	93.8	98.7	4.9	94.8	77	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	28	-	-
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	25	-	-
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	92.3	100.0	7.7	93.3	59	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.0	0.4	0.4	1.0	274	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	67	-	-
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	-	-	-	-	40	-	-
Students with Disabilities	-	-	-	-	34	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	25	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	0.0	0.5	0.5	1.0	210	3	Met 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	10.0	6.5	-3.5	8.9	263	4	Exceeded Target
Lowest Performing	18.4	5.4	-13.0	15.1	37	4	Exceeded Target
High Needs	14.6	12.5	-2.1	12.5	88	3	Met Target
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	16.3	13.0	-3.3	12.0	46	2	Improved Below Target
Students with Disabilities	13.5	20.0	6.5	11.0	55	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	29	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.4	5.9	-3.5	8.2	204	4	Exceeded Target

Chronic absenteeism - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	14.0	16.3	2.3	12.9	276	0	Declined
Lowest Performing	5.0	25.0	20.0	1.0	20	0	Declined
High Needs	-	-	-	-	68	-	-
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	-	-	-	-	44	-	-
Students with Disabilities	-	-	-	-	30	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	29	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	9.9	14.2	4.3	8.5	211	0	Declined

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	70.2	72.5	2.3	72.3	138	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	31	-	-
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	20	-	-
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	73.8	75.0	1.2	76.3	108	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	330	330	100	Yes	1	328	328	100	Yes	1	161	160	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	99	99	98	98	40	39	237	236	100	Yes	1
English Learners and Former English Learners	19	19	19	19	8	7	46	-	-	-	-
Low Income	53	53	52	52	26	25	131	130	99	Yes	1
Students with Disabilities	59	59	58	58	22	22	139	139	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	16	16	16	16	8	7	40	-	-	-	-
Black or African American	6	6	6	6	2	2	14	-	-	-	-
Hispanic or Latino	39	39	38	38	15	15	92	92	100	Yes	1
Multi-Race, Not Hispanic or Latino	16	16	16	16	9	9	41	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	253	253	252	252	127	127	632	632	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