Massachusetts School and District Profiles

Abington High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Abington High

Organization Information

DISTRICT NAME
Abington (00010000)

TITLE I STATUS
Non-Title I School

SCHOOL
Abington High (00010505)

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
39% - Moderate progress toward targets	30

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	33%	44%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	39%
	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	3	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	1	4	-	2	4	-
	Achievement total	4	12	40.0	6	12	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	20.0	2	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	2	4	-	-	-	-
	High school completion total	6	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
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		4.2	10.0	-	4.7	10.3	-
Percentage of possible points		42%		-	46%		-
2026 Annual criterion-referenced target percentage		44%

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	1	4	-	0	4	-
	Mathematics achievement	4	4	-	0	4	-
	Science achievement	4	4	-	0	4	-
	Achievement total	9	12	40.0	0	12	67.5
Growth	English language arts growth	1	4	-	0	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	3	8	20.0	2	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	2	4	-	-	-	-
	High school completion total	6	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	2	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	4	8	10.0	0	4	10.0
Weighted total		6.0	10.0	-	0.5	10.3	-
Percentage of possible points		60%		-	5%		-
2025 Annual criterion-referenced target percentage		33%

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	28%	70%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	53%
	Substantial 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	4	4	-
	Mathematics achievement	3	4	-
	Science achievement	4	4	-
	Achievement total	11	12	47.5
Growth	English language arts growth	1	4	-
	Mathematics growth	1	4	-
	Growth total	2	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	4	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	-
	Advanced coursework completion	0	4	-
	Additional indicators total	4	8	10.0
Weighted total		7.5	10.7	-
Percentage of possible points		70%		-
2026 Annual criterion-referenced target percentage		70%

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	2	4	-
	Achievement total	2	12	47.5
Growth	English language arts growth	0	4	-
	Mathematics growth	1	4	-
	Growth total	1	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	2	4	-
	High school completion total	6	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		3.0	10.7	-
Percentage of possible points		28%		-
2025 Annual criterion-referenced target percentage		28%

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	497.0	498.2	1.2	498.7	113	3	Recovery Path: Met Target
Lowest Performing	469.6	473.0	3.4	474.7	26	2	Path Forward: Improved Below Target
High Needs	481.3	486.5	5.2	484.6	49	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	482.3	486.3	4.0	485.1	36	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.6	504.3	4.7	502.6	83	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	496.9	495.8	-1.1	499.7	114	0	Path Forward: Declined
Lowest Performing	473.3	475.4	2.1	478.4	26	2	Path Forward: Improved Below Target
High Needs	481.3	485.6	4.3	485.4	48	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	482.6	486.4	3.8	486.6	35	3	Path Forward: Met Target
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.3	500.5	1.2	501.0	85	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	500.3	500.1	-0.2	503.8	110	1	Recovery Path: No Change
Lowest Performing	477.3	478.2	0.9	482.0	26	2	Path Forward: Improved Below Target
High Needs	487.5	491.3	3.8	489.3	45	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	487.1	492.4	5.3	490.4	33	4	Recovery Path: Exceeded Target
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.0	503.6	1.6	503.3	84	3	Recovery Path: Met Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.9	107	2	Typical Growth - Low
Lowest Performing	38.3	26	1	Low Growth
High Needs	39.3	44	1	Low Growth
English Learners and Former English Learners	-	12	-	-
Low Income	36.8	32	1	Low Growth
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	0	-	-
Asian	-	2	-	-
Black or African American	-	6	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.7	83	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	40.7	109	2	Typical Growth - Low
Lowest Performing	39.8	26	1	Low Growth
High Needs	35.0	45	1	Low Growth
English Learners and Former English Learners	-	12	-	-
Low Income	33.2	33	1	Low Growth
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	0	-	-
Asian	-	2	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.3	84	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	94.1	92.4	-1.7	95.0	131	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	88.1	86.1	-2.0	92.5	72	0	Declined
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	87.5	88.7	1.2	91.6	62	2	Improved Below Target
Students with Disabilities	-	-	-	-	23	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	26	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	95.1	97.7	2.6	95.0	87	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	90.1	95.4	5.3	92.2	152	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	82.9	91.0	8.1	86.6	67	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	84.0	90.6	6.6	87.7	64	4	Exceeded Target
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	93.9	95.9	2.0	95.0	123	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.6	1.5	-0.1	1.4	524	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	3.4	3.0	-0.4	3.0	232	3	Met Target
English Learners and Former English Learners	-	-	-	-	51	-	-
Low Income	2.6	2.2	-0.4	2.3	181	3	Met Target
Students with Disabilities	-	-	-	-	78	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	43	-	-
Hispanic or Latino	-	-	-	-	91	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	1.0	1.1	0.1	1.0	369	0	Declined

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	17.1	13.0	-4.1	22.6	54	0	Declined
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	26.7	22.2	-4.5	24.4	541	4	Exceeded Target
Lowest Performing	31.3	26.9	-4.4	25.5	26	2	Improved Below Target
High Needs	39.4	35.0	-4.4	35.6	243	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	79	-	-
Low Income	42.3	37.8	-4.5	37.2	188	2	Improved Below Target
Students with Disabilities	-	-	-	-	81	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	47	-	-
Hispanic or Latino	-	-	-	-	99	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	23.4	19.3	-4.1	20.9	373	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	81.4	82.5	1.1	85.5	263	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	70.1	68.9	-1.2	76.2	119	0	Declined
English Learners and Former English Learners	-	-	-	-	34	-	-
Low Income	70.8	71.1	0.3	77.6	97	2	Improved Below Target
Students with Disabilities	-	-	-	-	37	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	27	-	-
Hispanic or Latino	-	-	-	-	47	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	84.3	88.8	4.5	88.4	179	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	118	118	100	Yes	1	120	119	99	Yes	1	120	120	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	54	54	54	53	54	54	162	161	99	Yes	1
English Learners and Former English Learners	19	19	19	19	19	19	57	-	-	-	-
Low Income	40	40	40	39	40	40	120	119	99	Yes	1
Students with Disabilities	22	22	22	22	22	22	66	66	100	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	2	2	2	2	2	2	6	-	-	-	-
Black or African American	11	11	11	11	11	11	33	-	-	-	-
Hispanic or Latino	19	19	19	18	19	19	57	-	-	-	-
Multi-Race, Not Hispanic or Latino	2	2	2	2	2	2	6	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	83	83	85	85	85	85	253	253	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