Massachusetts School and District Profiles

Franklin County Technical

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Franklin County Technical

Organization Information

DISTRICT NAME
Franklin County Regional Vocational Technical (08180000)

TITLE I STATUS
Title I School

SCHOOL
Franklin County Technical (08180605)

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
40% - Moderate progress toward targets	36

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	22%	52%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	40%
	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	-	4	4	-
	Science achievement	2	4	-	4	4	-
	Achievement total	2	12	47.5	8	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	0	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	1	4	-	-	-	-
	High school completion total	5	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	7	8	10.0	0	4	10.0
Weighted total		4.0	10.7	-	6.8	10.3	-
Percentage of possible points		37%		-	66%		-
2026 Annual criterion-referenced target percentage		52%

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	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	1	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	8	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	2	8	10.0	4	4	10.0
Weighted total		3.2	10.7	-	1.5	10.3	-
Percentage of possible points		30%		-	15%		-
2025 Annual criterion-referenced target percentage		22%

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	26%	36%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	32%
	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	2	4	-
	Achievement total	2	12	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	3	4	-
	Annual dropout rate	3	4	-
	High school completion total	6	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		3.9	10.7	-
Percentage of possible points		36%		-
2026 Annual criterion-referenced target percentage		36%

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	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	3	4	-
	Extended engagement rate	2	4	-
	Annual dropout rate	1	4	-
	High school completion total	6	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	2	8	10.0
Weighted total		2.8	10.7	-
Percentage of possible points		26%		-
2025 Annual criterion-referenced target percentage		26%

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	492.6	488.0	-4.6	496.1	170	0	Path Forward: Declined
Lowest Performing	475.1	472.8	-2.3	480.2	33	0	Path Forward: Declined
High Needs	490.7	485.9	-4.8	495.0	87	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	492.3	487.7	-4.6	497.2	67	0	Path Forward: Declined
Students with Disabilities	481.1	481.5	0.4	484.3	35	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.4	487.8	-5.6	498.5	143	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	489.2	488.6	-0.6	493.3	168	0	Path Forward: Declined
Lowest Performing	469.7	477.2	7.5	474.8	33	4	Path Forward: Exceeded Target
High Needs	487.3	484.9	-2.4	491.5	88	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	487.1	487.0	-0.1	490.9	67	1	Path Forward: No Change
Students with Disabilities	481.5	477.9	-3.6	484.2	35	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.4	489.1	-0.3	493.4	141	1	Path Forward: No Change

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	485.0	487.0	2.0	488.1	164	2	Path Forward: Improved Below Target
Lowest Performing	466.4	473.1	6.7	470.3	33	4	Path Forward: Exceeded Target
High Needs	481.7	483.9	2.2	485.0	84	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	482.8	486.4	3.6	486.0	64	3	Path Forward: Met Target
Students with Disabilities	475.9	477.9	2.0	478.8	35	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	485.8	487.0	1.2	489.6	137	2	Path Forward: Improved Below Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.4	151	3	Typical Growth - High
Lowest Performing	51.8	33	3	Typical Growth - High
High Needs	50.3	82	3	Typical Growth - High
English Learners and Former English Learners	-	2	-	-
Low Income	49.5	63	2	Typical Growth - Low
Students with Disabilities	58.7	33	3	Typical Growth - High
American Indian or Alaska Native	-	2	-	-
Asian	-	2	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.2	127	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.5	147	3	Typical Growth - High
Lowest Performing	57.4	33	3	Typical Growth - High
High Needs	48.3	80	2	Typical Growth - Low
English Learners and Former English Learners	-	2	-	-
Low Income	47.1	61	2	Typical Growth - Low
Students with Disabilities	51.4	32	3	Typical Growth - High
American Indian or Alaska Native	-	2	-	-
Asian	-	2	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.2	124	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.6	93.8	-2.8	95.0	160	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	95.4	90.7	-4.7	95.0	107	0	Declined
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	95.6	90.9	-4.7	95.0	88	0	Declined
Students with Disabilities	94.1	87.5	-6.6	95.0	40	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	97.0	93.6	-3.4	95.0	140	0	Declined

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	92.4	96.6	4.2	95.0	149	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	91.9	95.4	3.5	95.0	109	3	Met Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	92.8	95.6	2.8	95.0	91	4	Exceeded Target
Students with Disabilities	88.9	94.1	5.2	95.0	34	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	92.3	97.0	4.7	95.0	132	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.1	1.1	0.0	1.0	643	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	1.8	1.5	-0.3	1.6	327	3	Met Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	1.6	1.6	0.0	1.4	254	1	No Change
Students with Disabilities	2.3	2.2	-0.1	2.0	136	1	No Change
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	44	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	1.1	1.2	0.1	1.0	566	0	Declined

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	13.3	10.7	-2.6	10.3	652	3	Met Target
Lowest Performing	6.5	18.2	11.7	1.0	33	0	Declined
High Needs	17.5	16.3	-1.2	13.9	337	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	18.2	17.6	-0.6	14.2	267	2	Improved Below Target
Students with Disabilities	20.0	17.2	-2.8	16.2	134	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	42	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	12.7	10.2	-2.5	9.1	576	3	Met Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	56.0	67.7	11.7	60.8	300	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	47.1	58.4	11.3	52.2	154	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	48.4	63.1	14.7	53.7	122	4	Exceeded Target
Students with Disabilities	33.9	41.0	7.1	39.4	61	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	56.0	68.4	12.4	60.8	272	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	174	173	99	Yes	1	174	171	98	Yes	1	176	173	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	91	90	91	91	93	91	275	272	99	Yes	1
English Learners and Former English Learners	2	2	2	2	2	2	6	-	-	-	-
Low Income	71	70	70	70	72	70	213	210	99	Yes	1
Students with Disabilities	39	38	38	38	40	39	117	115	98	Yes	1
American Indian or Alaska Native	2	2	2	2	2	2	6	-	-	-	-
Asian	2	2	2	2	2	2	6	-	-	-	-
Black or African American	4	4	4	4	4	4	12	-	-	-	-
Hispanic or Latino	14	14	14	14	14	14	42	-	-	-	-
Multi-Race, Not Hispanic or Latino	5	5	5	5	5	5	15	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	147	146	147	144	149	146	443	436	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