Massachusetts School and District Profiles

Groton Dunstable Regional

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Groton Dunstable Regional

Organization Information

DISTRICT NAME
Groton-Dunstable (06730000)

TITLE I STATUS
Non-Title I School

SCHOOL
Groton Dunstable Regional (06730505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
59% - Substantial progress toward targets	88

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	74%	49%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	59%
	Substantial 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	3	4	-	0	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	3	4	-	0	4	-
	Achievement total	9	12	47.5	0	12	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	6	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	3	4	-	4	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	7	8	10.0	4	4	10.0
Weighted total		8.5	10.7	-	1.8	10.3	-
Percentage of possible points		79%		-	18%		-
2026 Annual criterion-referenced target percentage		49%

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	3	4	-	3	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	3	4	-	1	4	-
	Achievement total	10	12	47.5	7	12	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	22.5	7	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	3	4	-	3	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	3	8	10.0	3	4	10.0
Weighted total		9.0	10.7	-	6.6	10.3	-
Percentage of possible points		84%		-	64%		-
2025 Annual criterion-referenced target percentage		74%

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	31%	38%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	35%
	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	3	4	-
	Mathematics growth	4	4	-
	Growth total	7	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	10	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	3	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	5	8	10.0
Weighted total		4.1	10.7	-
Percentage of possible points		38%		-
2026 Annual criterion-referenced target percentage		38%

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	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	10	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	4	8	10.0
Weighted total		3.3	10.7	-
Percentage of possible points		31%		-
2025 Annual criterion-referenced target percentage		31%

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	513.7	511.1	-2.6	514.7	134	3	Path Forward: Met Target
Lowest Performing	497.4	488.0	-9.4	501.0	30	0	Path Forward: Declined
High Needs	500.4	492.0	-8.4	502.3	28	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.0	510.0	-3.0	514.3	103	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	516.0	513.0	-3.0	517.9	132	3	Recovery Path: Met Target
Lowest Performing	496.7	491.8	-4.9	500.0	30	0	Path Forward: Declined
High Needs	497.4	494.7	-2.7	499.8	27	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	515.2	511.4	-3.8	517.0	101	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	509.2	507.3	-1.9	512.3	128	3	Recovery Path: Met Target
Lowest Performing	488.1	480.1	-8.0	490.7	30	0	Path Forward: Declined
High Needs	493.7	487.3	-6.4	497.5	25	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.8	507.2	-1.6	511.7	99	3	Recovery Path: Met Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.5	119	3	Typical Growth - High
Lowest Performing	52.8	30	3	Typical Growth - High
High Needs	57.3	22	3	Typical Growth - High
English Learners and Former English Learners	-	4	-	-
Low Income	-	12	-	-
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	9	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.5	96	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.1	117	3	Typical Growth - High
Lowest Performing	54.3	30	3	Typical Growth - High
High Needs	64.6	22	4	Exceeded Typical Growth
English Learners and Former English Learners	-	5	-	-
Low Income	-	13	-	-
Students with Disabilities	-	14	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	8	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.1	95	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	97.2	97.5	0.3	95.0	163	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	92.6	92.9	0.3	95.0	42	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	24	-	-
Students with Disabilities	-	-	-	-	26	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.1	97.8	-0.3	95.0	137	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.4	99.4	0.0	95.0	177	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.5	100.0	2.5	95.0	54	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	26	-	-
Students with Disabilities	-	-	-	-	34	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.3	99.4	0.1	95.0	159	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	651	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.0	0.0	0.0	1.0	134	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	59	-	-
Students with Disabilities	-	-	-	-	95	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	55	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	0.0	0.2	0.2	1.0	536	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	10.7	10.6	-0.1	9.6	648	3	Met Target
Lowest Performing	9.3	3.3	-6.0	5.3	30	4	Exceeded Target
High Needs	23.5	20.7	-2.8	20.4	150	3	Met Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	-	-	-	-	75	-	-
Students with Disabilities	-	-	-	-	96	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	59	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	11.5	11.0	-0.5	10.1	529	3	Met Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	76.0	82.7	6.7	78.1	353	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	51.9	54.7	2.8	57.9	86	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	42	-	-
Students with Disabilities	-	-	-	-	55	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	30	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	75.6	82.1	6.5	78.1	296	4	Exceeded 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	134	134	100	Yes	1	134	132	99	Yes	1	134	134	100	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	28	28	28	27	28	28	84	83	99	Yes	1
English Learners and Former English Learners	6	6	6	6	6	6	18	-	-	-	-
Low Income	16	16	16	16	16	16	48	-	-	-	-
Students with Disabilities	18	18	18	17	18	18	54	-	-	-	-
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	12	12	12	12	12	12	36	-	-	-	-
Black or African American	5	5	5	5	5	5	15	-	-	-	-
Hispanic or Latino	7	7	7	7	7	7	21	-	-	-	-
Multi-Race, Not Hispanic or Latino	6	6	6	6	6	6	18	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	103	103	103	101	103	103	309	307	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