Massachusetts School and District Profiles

Quaboag Regional High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Quaboag Regional High

Organization Information

DISTRICT NAME
Quaboag Regional (07780000)

TITLE I STATUS
Title I School

SCHOOL
Quaboag Regional High (07780505)

GRADES SERVED
09,10,11,12

REGION
West/Central

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	13

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	16%	38%
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	-	-	-	-
	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	2	4	-	-	-	-
	Extended engagement rate	3	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	9	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	-	-	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	7	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		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	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	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	1	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	5	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	-	-	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	0	8	10.0	-	-	-
Weighted total		1.7	10.7	-	-	-	-
Percentage of possible points		16%		-	-		-
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	22%	40%
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	3	4	-
	Achievement total	3	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	2	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	4	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	6	8	10.0
Weighted total		4.3	10.7	-
Percentage of possible points		40%		-
2026 Annual criterion-referenced target percentage		40%

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	0	4	-
	High school completion total	6	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%		-
2025 Annual criterion-referenced target percentage		22%

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	493.7	489.0	-4.7	495.8	76	0	Path Forward: Declined
Lowest Performing	-	-	-	-	19	-	-
High Needs	483.1	477.9	-5.2	486.4	36	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	482.1	478.6	-3.5	484.9	30	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.3	489.7	-5.6	498.3	57	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	487.4	484.0	-3.4	490.2	76	0	Path Forward: Declined
Lowest Performing	-	-	-	-	19	-	-
High Needs	480.8	477.6	-3.2	484.9	36	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	480.1	477.5	-2.6	484.1	30	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.5	484.4	-3.1	490.4	57	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	483.7	484.2	0.5	486.7	67	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	473.3	475.1	1.8	475.5	31	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	473.7	475.0	1.3	476.2	26	2	Recovery Path: Improved Below Target
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	485.2	485.9	0.7	487.2	50	2	Recovery Path: Improved Below Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	40.4	72	2	Typical Growth - Low
Lowest Performing	-	19	-	-
High Needs	34.7	32	1	Low Growth
English Learners and Former English Learners	-	1	-	-
Low Income	36.6	27	1	Low Growth
Students with Disabilities	-	12	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	0	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.3	54	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	38.6	73	1	Low Growth
Lowest Performing	-	19	-	-
High Needs	40.2	33	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	42.6	28	2	Typical Growth - Low
Students with Disabilities	-	13	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	0	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	38.0	55	1	Low Growth

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	92.0	92.6	0.6	94.5	81	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	85.7	86.7	1.0	90.1	45	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	86.0	85.4	-0.6	90.1	41	0	Declined
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	92.2	93.1	0.9	94.5	72	2	Improved Below Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	94.0	95.5	1.5	95.0	88	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	89.1	91.8	2.7	92.8	49	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	88.9	93.0	4.1	92.6	43	3	Met Target
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	95.1	96.1	1.0	95.0	77	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.5	1.2	-0.3	1.3	334	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	3.2	2.5	-0.7	2.8	162	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	3.1	2.9	-0.2	2.7	138	2	Improved Below Target
Students with Disabilities	-	-	-	-	61	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	32	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	1.3	0.7	-0.6	1.1	278	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	35.2	25.1	-10.1	32.9	343	4	Exceeded Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	43.3	31.3	-12.0	39.5	166	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	43.3	31.0	-12.3	38.2	145	4	Exceeded Target
Students with Disabilities	-	-	-	-	68	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	39	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	25	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	31.2	21.3	-9.9	28.7	272	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	62.7	67.0	4.3	66.8	176	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	43.1	44.4	1.3	49.2	81	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	44.4	46.4	2.0	51.2	69	2	Improved Below Target
Students with Disabilities	-	-	-	-	32	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	64.1	70.1	6.0	68.2	147	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	79	78	99	Yes	1	79	79	100	Yes	1	79	79	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	38	37	38	38	38	38	114	113	99	Yes	1
English Learners and Former English Learners	1	0	1	1	1	1	3	-	-	-	-
Low Income	32	31	32	32	32	32	96	95	99	Yes	1
Students with Disabilities	17	16	17	17	17	17	51	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	0	0	0	0	0	0	0	-	-	-	-
Hispanic or Latino	15	14	15	15	15	15	45	-	-	-	-
Multi-Race, Not Hispanic or Latino	5	5	5	5	5	5	15	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	59	59	59	59	59	59	177	177	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