Massachusetts School and District Profiles

Apponequet Regional High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Apponequet Regional High

Organization Information

DISTRICT NAME
Freetown-Lakeville (06650000)

TITLE I STATUS
Non-Title I School

SCHOOL
Apponequet Regional High (06650505)

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
29% - Moderate progress toward targets	67

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	30%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	29%
	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	-	1	4	-
	Mathematics achievement	1	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	1	12	47.5	1	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	5	8	22.5	3	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	1	4	-	4	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	4	8	10.0	4	4	10.0
Weighted total		4.2	10.7	-	1.8	10.3	-
Percentage of possible points		39%		-	18%		-
2026 Annual criterion-referenced target percentage		28%

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	3	4	-	0	4	-
	Achievement total	3	12	47.5	0	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	22.5	4	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	0	4	-	0	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	4	8	10.0	0	4	10.0
Weighted total		5.4	10.7	-	0.9	10.3	-
Percentage of possible points		51%		-	9%		-
2025 Annual criterion-referenced target percentage		30%

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	32%	25%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	28%
	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	1	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	3	4	-
	High school completion total	9	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	4	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	2	4	-
	Achievement total	2	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	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	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	-
	Advanced coursework completion	2	4	-
	Additional indicators total	2	8	10.0
Weighted total		3.4	10.7	-
Percentage of possible points		32%		-
2025 Annual criterion-referenced target percentage		32%

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	504.6	502.7	-1.9	505.6	147	0	Path Forward: Declined
Lowest Performing	480.0	479.8	-0.2	483.6	30	1	Path Forward: No Change
High Needs	488.7	480.7	-8.0	490.6	45	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	493.2	483.0	-10.2	496.8	33	0	Path Forward: Declined
Students with Disabilities	476.4	470.4	-6.0	478.3	22	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.2	503.5	-1.7	506.5	127	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	500.7	500.4	-0.3	503.5	144	1	Recovery Path: No Change
Lowest Performing	479.6	478.3	-1.3	482.9	30	0	Path Forward: Declined
High Needs	486.9	481.7	-5.2	489.6	43	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	491.3	484.8	-6.5	495.8	31	0	Path Forward: Declined
Students with Disabilities	476.4	472.7	-3.7	478.9	21	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.9	501.1	0.2	503.5	125	2	Recovery Path: 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	509.0	500.8	-8.2	511.9	138	0	Recovery Path: Declined
Lowest Performing	486.6	477.4	-9.2	489.2	30	0	Path Forward: Declined
High Needs	495.9	483.5	-12.4	499.1	38	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	500.2	489.5	-10.7	502.2	26	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.3	500.6	-8.7	510.6	123	0	Path Forward: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.7	140	3	Typical Growth - High
Lowest Performing	46.6	30	2	Typical Growth - Low
High Needs	34.5	42	1	Low Growth
English Learners and Former English Learners	-	1	-	-
Low Income	34.9	32	1	Low Growth
Students with Disabilities	28.4	20	0	Very Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	1	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.2	121	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.9	134	2	Typical Growth - Low
Lowest Performing	38.6	30	1	Low Growth
High Needs	32.8	38	1	Low Growth
English Learners and Former English Learners	-	1	-	-
Low Income	33.9	28	1	Low Growth
Students with Disabilities	-	18	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	1	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.0	116	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.8	97.1	0.3	95.0	174	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	91.7	93.3	1.6	94.8	60	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	92.6	91.8	-0.8	95.0	49	0	Declined
Students with Disabilities	87.5	92.3	4.8	91.5	26	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	97.2	97.4	0.2	95.0	155	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	97.9	98.4	0.5	95.0	188	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	96.0	95.8	-0.2	95.0	72	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	94.8	94.4	-0.4	95.0	54	1	No Change
Students with Disabilities	96.7	95.0	-1.7	95.0	40	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	97.7	98.9	1.2	95.0	176	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.0	0.2	0.2	1.0	635	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.0	0.6	0.6	1.0	177	3	Met Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	0.0	0.8	0.8	1.0	123	3	Met Target
Students with Disabilities	0.0	0.0	0.0	1.0	90	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.0	0.0	0.0	1.0	582	4	Exceeded 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	12.8	13.2	0.4	11.7	615	1	No Change
Lowest Performing	27.3	10.0	-17.3	23.3	30	4	Exceeded Target
High Needs	25.9	25.3	-0.6	22.8	182	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	27.1	27.6	0.5	22.9	134	1	No Change
Students with Disabilities	32.2	29.3	-2.9	28.3	92	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	-	-	-	-	21	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	12.5	12.4	-0.1	11.1	558	2	Improved Below Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	66.6	69.1	2.5	68.7	311	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	34.4	36.9	2.5	40.4	84	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	35.8	38.1	2.3	41.6	63	2	Improved Below Target
Students with Disabilities	22.7	30.0	7.3	30.4	40	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	67.7	69.3	1.6	70.2	290	3	Met 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	150	150	100	Yes	1	149	148	99	Yes	1	151	150	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	46	46	46	45	47	46	139	137	99	Yes	1
English Learners and Former English Learners	1	1	1	1	1	1	3	-	-	-	-
Low Income	34	34	34	33	35	34	103	101	98	Yes	1
Students with Disabilities	23	23	22	22	23	23	68	68	100	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	1	1	1	1	1	1	3	-	-	-	-
Black or African American	8	8	8	8	8	8	24	-	-	-	-
Hispanic or Latino	6	6	5	5	6	6	17	-	-	-	-
Multi-Race, Not Hispanic or Latino	5	5	6	6	6	6	17	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	129	129	128	127	129	128	386	384	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