Massachusetts School and District Profiles

King Philip Regional High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - King Philip Regional High

Organization Information

DISTRICT NAME
King Philip (06900000)

TITLE I STATUS
Non-Title I School

SCHOOL
King Philip Regional High (06900505)

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	57

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	25%	32%
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	-	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	2	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	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	4	4	-	2	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	6	8	10.0	2	4	10.0
Weighted total		5.1	10.7	-	1.6	10.3	-
Percentage of possible points		48%		-	16%		-
2026 Annual criterion-referenced target percentage		32%

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	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	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		3.9	10.7	-	1.4	10.3	-
Percentage of possible points		36%		-	14%		-
2025 Annual criterion-referenced target percentage		25%

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	46%	24%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	33%
	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	3	4	-
	Growth total	6	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	2	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	4	8	10.0
Weighted total		2.6	10.7	-
Percentage of possible points		24%		-
2026 Annual criterion-referenced target percentage		24%

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	2	4	-
	Science achievement	0	4	-
	Achievement total	2	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	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	2	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	6	8	10.0
Weighted total		4.9	10.7	-
Percentage of possible points		46%		-
2025 Annual criterion-referenced target percentage		46%

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	503.5	501.9	-1.6	505.6	249	0	Recovery Path: Declined
Lowest Performing	485.4	482.6	-2.8	490.5	51	0	Path Forward: Declined
High Needs	491.3	489.9	-1.4	493.9	69	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	494.4	495.0	0.6	496.9	42	2	Path Forward: Improved Below Target
Students with Disabilities	481.6	481.3	-0.3	483.7	39	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.4	503.0	-0.4	505.6	200	1	Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	505.2	504.4	-0.8	507.0	246	0	Recovery Path: Declined
Lowest Performing	484.6	482.4	-2.2	489.7	51	0	Path Forward: Declined
High Needs	492.0	489.9	-2.1	495.8	68	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	495.8	494.6	-1.2	499.4	41	0	Path Forward: Declined
Students with Disabilities	481.8	482.5	0.7	484.5	37	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.7	504.8	0.1	507.3	199	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	495.7	498.4	2.7	498.8	244	3	Recovery Path: Met Target
Lowest Performing	478.2	476.7	-1.5	481.4	51	0	Path Forward: Declined
High Needs	487.6	484.4	-3.2	490.1	66	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	491.1	488.2	-2.9	494.4	42	0	Path Forward: Declined
Students with Disabilities	479.6	475.9	-3.7	483.0	37	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.9	499.8	4.9	498.0	199	4	Recovery Path: Exceeded Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.6	239	2	Typical Growth - Low
Lowest Performing	57.5	51	3	Typical Growth - High
High Needs	50.0	63	3	Typical Growth - High
English Learners and Former English Learners	-	4	-	-
Low Income	49.0	39	2	Typical Growth - Low
Students with Disabilities	52.5	36	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	12	-	-
Black or African American	-	9	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.9	196	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.7	239	2	Typical Growth - Low
Lowest Performing	55.0	51	3	Typical Growth - High
High Needs	50.5	63	3	Typical Growth - High
English Learners and Former English Learners	-	4	-	-
Low Income	51.0	39	3	Typical Growth - High
Students with Disabilities	53.4	34	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	12	-	-
Black or African American	-	8	-	-
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.2	196	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.0	96.0	0.0	95.0	274	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	90.0	89.2	-0.8	93.5	102	0	Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	87.7	87.2	-0.5	91.7	78	1	No Change
Students with Disabilities	90.4	85.4	-5.0	95.0	48	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.6	97.2	0.6	95.0	214	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.7	98.0	1.3	95.0	300	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	89.5	95.0	5.5	92.6	100	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	89.3	92.3	3.0	92.9	65	2	Improved Below Target
Students with Disabilities	86.4	94.2	7.8	89.4	52	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.7	98.1	-0.6	95.0	263	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.6	1.0	0.4	1.0	1,110	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	2.0	3.0	1.0	1.8	300	0	Declined
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	2.8	3.1	0.3	2.5	191	0	Declined
Students with Disabilities	1.9	2.9	1.0	1.7	170	0	Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	47	-	-
Black or African American	-	-	-	-	46	-	-
Hispanic or Latino	-	-	-	-	67	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	46	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.5	0.7	0.2	1.0	902	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	19.4	16.6	-2.8	18.1	1,099	4	Exceeded Target
Lowest Performing	20.7	19.6	-1.1	15.9	51	2	Improved Below Target
High Needs	37.0	35.7	-1.3	34.7	297	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	22	-	-
Low Income	43.3	39.7	-3.6	38.7	184	2	Improved Below Target
Students with Disabilities	35.5	37.5	2.0	31.9	176	0	Declined
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	41	-	-
Black or African American	-	-	-	-	39	-	-
Hispanic or Latino	-	-	-	-	69	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	45	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	17.3	14.7	-2.6	15.9	901	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	80.1	81.1	1.0	83.4	570	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	47.8	49.3	1.5	53.1	144	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	49.2	60.4	11.2	55.9	91	4	Exceeded Target
Students with Disabilities	35.4	28.0	-7.4	43.7	82	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	22	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	-	-	-	-	31	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	83.7	83.5	-0.2	87.2	474	1	No Change

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	252	250	99	Yes	1	252	247	98	Yes	1	256	255	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	72	70	71	69	74	73	217	212	98	Yes	1
English Learners and Former English Learners	4	4	4	4	4	4	12	-	-	-	-
Low Income	44	43	43	42	46	46	133	131	98	Yes	1
Students with Disabilities	41	40	40	38	43	42	124	120	97	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	13	13	13	13	13	13	39	-	-	-	-
Black or African American	10	10	10	9	10	10	30	-	-	-	-
Hispanic or Latino	19	19	18	18	18	18	55	-	-	-	-
Multi-Race, Not Hispanic or Latino	7	7	7	7	7	7	21	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	202	200	203	199	207	206	612	605	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