Massachusetts School and District Profiles

Quabbin Regional High School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Quabbin Regional High School

Organization Information

DISTRICT NAME
Quabbin (07530000)

TITLE I STATUS
Non-Title I School

SCHOOL
Quabbin Regional High School (07530505)

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
24% - Limited or no progress toward targets	32

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	16%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	24%
	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	2	4	-	1	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	2	12	47.5	1	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	5	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	7	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	7	8	10.0	0	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	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	2	4	-	3	4	-
	Growth total	4	8	22.5	6	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	3	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	0	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	5	8	10.0	0	4	10.0
Weighted total		2.0	10.7	-	1.4	10.3	-
Percentage of possible points		19%		-	14%		-
2025 Annual criterion-referenced target percentage		16%

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	19%	42%
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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	5	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	1	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	1	4	-
	High school completion total	2	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	4	8	10.0
Weighted total		4.5	10.7	-
Percentage of possible points		42%		-
2026 Annual criterion-referenced target percentage		42%

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	3	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	4	4	-
	High school completion total	4	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	3	4	-
	Additional indicators total	3	8	10.0
Weighted total		2.0	10.7	-
Percentage of possible points		19%		-
2025 Annual criterion-referenced target percentage		19%

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	496.7	496.0	-0.7	498.8	123	0	Path Forward: Declined
Lowest Performing	479.7	475.9	-3.8	484.8	26	0	Path Forward: Declined
High Needs	483.8	486.7	2.9	487.1	44	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	485.5	489.3	3.8	488.3	37	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.5	496.3	-2.2	501.5	101	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	494.0	494.5	0.5	496.8	120	2	Path Forward: Improved Below Target
Lowest Performing	477.3	476.9	-0.4	482.4	26	1	Path Forward: No Change
High Needs	485.1	486.2	1.1	489.2	42	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	486.3	488.8	2.5	490.3	35	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.7	495.1	0.4	497.6	98	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	495.2	491.6	-3.6	498.3	117	0	Recovery Path: Declined
Lowest Performing	477.8	475.3	-2.5	482.5	26	0	Path Forward: Declined
High Needs	487.8	486.0	-1.8	490.0	40	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	489.5	487.8	-1.7	492.3	34	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.5	491.7	-4.8	499.8	97	0	Recovery Path: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.6	112	3	Typical Growth - High
Lowest Performing	47.7	26	2	Typical Growth - Low
High Needs	51.4	37	3	Typical Growth - High
English Learners and Former English Learners	-	3	-	-
Low Income	51.4	30	3	Typical Growth - High
Students with Disabilities	-	7	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	6	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.9	91	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.0	111	2	Typical Growth - Low
Lowest Performing	51.4	26	3	Typical Growth - High
High Needs	51.4	36	3	Typical Growth - High
English Learners and Former English Learners	-	3	-	-
Low Income	51.7	29	3	Typical Growth - High
Students with Disabilities	-	7	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	6	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.1	90	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	81.2	86.4	5.2	83.7	118	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	69.7	69.4	-0.3	74.1	49	1	No Change
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	68.1	78.6	10.5	72.2	42	4	Exceeded Target
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	83.2	87.7	4.5	85.5	106	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	88.2	83.3	-4.9	90.3	144	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	82.6	73.7	-8.9	86.3	76	0	Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	85.5	72.5	-13.0	89.2	69	0	Declined
Students with Disabilities	-	-	-	-	21	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	87.6	85.5	-2.1	89.7	131	0	Declined

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	3.0	2.6	-0.4	2.7	542	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	4.2	4.4	0.2	3.7	206	1	No Change
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	4.7	4.7	0.0	4.2	170	1	No Change
Students with Disabilities	-	-	-	-	78	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	-	-	-	-	41	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	2.8	2.8	0.0	2.5	462	1	No Change

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	27.7	21.6	-6.1	25.4	527	4	Exceeded Target
Lowest Performing	18.5	23.1	4.6	12.7	26	0	Declined
High Needs	42.1	32.7	-9.4	38.3	208	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	44.0	35.1	-8.9	38.9	174	4	Exceeded Target
Students with Disabilities	-	-	-	-	72	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	-	-	-	-	47	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	26.2	19.1	-7.1	23.7	435	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	97.2	91.9	-5.3	95.0	236	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	93.2	82.9	-10.3	95.0	82	0	Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	92.2	86.2	-6.0	95.0	65	3	Met Target
Students with Disabilities	-	-	-	-	29	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	97.4	92.1	-5.3	95.0	203	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	126	124	98	Yes	1	124	121	98	Yes	1	126	124	98	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	45	44	44	42	45	45	134	131	98	Yes	1
English Learners and Former English Learners	3	3	3	3	3	3	9	-	-	-	-
Low Income	38	37	37	35	38	38	113	110	97	Yes	1
Students with Disabilities	9	9	9	9	9	9	27	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	3	3	3	3	3	3	9	-	-	-	-
Black or African American	6	6	6	6	6	6	18	-	-	-	-
Hispanic or Latino	9	8	9	8	9	9	27	-	-	-	-
Multi-Race, Not Hispanic or Latino	6	6	6	6	6	6	18	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	102	101	100	98	102	100	304	299	98	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