Massachusetts School and District Profiles

Shepherd Hill Regional High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Shepherd Hill Regional High

Organization Information

DISTRICT NAME
Dudley-Charlton Reg (06580000)

TITLE I STATUS
Non-Title I School

SCHOOL
Shepherd Hill Regional High (06580505)

GRADES SERVED
09,10,11,12

REGION
West/Central

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
15% - Limited or no progress toward targets	21

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	14%	15%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	15%
	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	1	4	-	1	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	3	8	22.5	2	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	6	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	4	8	10.0	4	4	10.0
Weighted total		2.3	10.7	-	0.9	10.3	-
Percentage of possible points		22%		-	9%		-
2026 Annual criterion-referenced target percentage		15%

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	1	4	-	1	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	3	8	22.5	4	8	22.5
High school completion	Four-year cohort graduation rate	1	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	5	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	3	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	1	8	10.0	3	4	10.0
Weighted total		1.8	10.7	-	1.2	10.3	-
Percentage of possible points		17%		-	12%		-
2025 Annual criterion-referenced target percentage		14%

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	12%	22%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	18%
	Limited or no 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	0	4	-
	Mathematics growth	2	4	-
	Growth total	2	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	2	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	-
	Advanced coursework completion	2	4	-
	Additional indicators total	2	8	10.0
Weighted total		2.3	10.7	-
Percentage of possible points		22%		-
2026 Annual criterion-referenced target percentage		22%

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	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	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	0	4	-
	Additional indicators total	2	8	10.0
Weighted total		1.3	10.7	-
Percentage of possible points		12%		-
2025 Annual criterion-referenced target percentage		12%

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	492.5	486.1	-6.4	493.9	194	0	Recovery Path: Declined
Lowest Performing	473.6	467.5	-6.1	478.7	37	0	Path Forward: Declined
High Needs	484.6	474.9	-9.7	487.9	77	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	487.8	476.6	-11.2	490.6	65	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	482.8	474.0	-8.8	484.8	31	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.8	488.3	-5.5	496.8	144	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	493.5	488.4	-5.1	495.4	191	0	Recovery Path: Declined
Lowest Performing	475.9	471.0	-4.9	481.0	37	0	Path Forward: Declined
High Needs	485.6	479.0	-6.6	489.7	75	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	488.4	481.7	-6.7	492.4	63	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	480.0	478.9	-1.1	485.1	30	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.8	490.2	-5.6	497.5	142	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	496.6	488.4	-8.2	499.9	177	0	Recovery Path: Declined
Lowest Performing	477.8	465.7	-12.1	482.5	37	0	Path Forward: Declined
High Needs	488.9	477.6	-11.3	490.3	67	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	492.6	478.9	-13.7	494.7	57	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	488.2	476.8	-11.4	490.9	26	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.0	489.5	-8.5	500.4	134	0	Recovery Path: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	31.2	174	1	Low Growth
Lowest Performing	31.9	37	1	Low Growth
High Needs	28.9	64	0	Very Low Growth
English Learners and Former English Learners	-	6	-	-
Low Income	28.6	56	0	Very Low Growth
Students with Disabilities	-	17	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	9	-	-
Hispanic or Latino	26.6	26	0	Very Low Growth
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	31.1	131	1	Low Growth

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.1	172	2	Typical Growth - Low
Lowest Performing	37.6	37	1	Low Growth
High Needs	40.7	63	2	Typical Growth - Low
English Learners and Former English Learners	-	6	-	-
Low Income	41.8	55	2	Typical Growth - Low
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	9	-	-
Hispanic or Latino	40.2	26	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.3	129	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	90.7	92.2	1.5	93.2	206	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	83.2	84.2	1.0	87.6	95	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	82.4	83.7	1.3	86.5	86	2	Improved Below Target
Students with Disabilities	-	-	-	-	29	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	77.8	83.3	5.5	82.3	24	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	92.3	94.1	1.8	94.6	169	3	Met Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	91.1	94.2	3.1	93.2	225	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	82.2	90.3	8.1	85.9	113	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	83.0	90.2	7.2	86.7	102	4	Exceeded Target
Students with Disabilities	-	-	-	-	29	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	95.2	85.2	-10.0	95.0	27	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	90.7	95.6	4.9	92.8	182	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.9	1.1	0.2	1.0	938	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	2.3	2.1	-0.2	2.0	373	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	1.4	2.6	1.2	1.2	308	0	Declined
Students with Disabilities	-	-	-	-	125	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	39	-	-
Hispanic or Latino	2.0	2.4	0.4	1.8	127	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	30	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.5	0.8	0.3	1.0	733	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	19.9	19.8	-0.1	17.6	967	2	Improved Below Target
Lowest Performing	9.1	8.1	-1.0	3.3	37	4	Exceeded Target
High Needs	30.0	31.5	1.5	26.2	416	0	Declined
English Learners and Former English Learners	-	-	-	-	46	-	-
Low Income	31.7	32.7	1.0	26.6	352	0	Declined
Students with Disabilities	-	-	-	-	127	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	46	-	-
Hispanic or Latino	35.9	28.5	-7.4	31.9	130	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	32	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	17.6	19.1	1.5	15.1	748	0	Declined

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	60.2	62.0	1.8	64.3	476	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	41.3	44.8	3.5	47.4	172	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	45.2	49.7	4.5	52.0	145	2	Improved Below Target
Students with Disabilities	-	-	-	-	44	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	22	-	-
Hispanic or Latino	34.7	45.5	10.8	42.1	55	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	65.0	63.9	-1.1	69.1	377	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	196	196	100	Yes	1	192	192	100	Yes	1	197	196	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	79	79	76	76	80	80	235	235	100	Yes	1
English Learners and Former English Learners	13	13	12	12	13	13	38	-	-	-	-
Low Income	67	67	64	64	68	68	199	199	100	Yes	1
Students with Disabilities	21	21	19	19	21	21	61	61	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	4	4	12	-	-	-	-
Black or African American	13	13	12	12	13	13	38	-	-	-	-
Hispanic or Latino	31	31	30	30	31	31	92	92	100	Yes	1
Multi-Race, Not Hispanic or Latino	4	4	4	4	4	4	12	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	144	144	142	142	145	144	431	430	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