Massachusetts School and District Profiles

Chelmsford High

Districts
Schools

2025

2025 Official Accountability Report - Chelmsford High

Organization Information

DISTRICT NAME
Chelmsford (00560000)

TITLE I STATUS
Non-Title I School

SCHOOL
Chelmsford High (00560505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
62% - Substantial progress toward targets	80

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	90%	44%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	62%
	Substantial progress toward targets

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	3	4	-	0	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	6	12	40.0	0	12	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	7	8	10.0	4	4	10.0
Weighted total		7.0	10.0	-	1.8	10.3	-
Percentage of possible points		70%		-	18%		-
2025 Annual criterion-referenced target percentage		44%

2024 Points awarded

2024 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	4	4	-	4	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	3	4	-	4	4	-
	Achievement total	11	12	47.5	11	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	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	4	4	-	3	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	8	8	10.0	3	4	10.0
Weighted total		9.8	10.7	-	9.1	10.3	-
Percentage of possible points		92%		-	88%		-
2024 Annual criterion-referenced target percentage		90%

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

	2024	2025
Annual criterion-referenced target percentage	33%	24%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	28%
	Moderate progress toward targets

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	3	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	4	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	3	4	-
	Additional indicators total	3	8	10.0
Weighted total		2.6	10.7	-
Percentage of possible points		24%		-
2025 Annual criterion-referenced target percentage		24%

2024 Points awarded

2024 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	3	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	4	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	4	4	-
	Additional indicators total	8	8	10.0
Weighted total		3.5	10.7	-
Percentage of possible points		33%		-
2024 Annual criterion-referenced target percentage		33%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	521.0	510.7	-10.3	522.0	346	3	Path Forward: Met Target
Lowest Performing	498.2	487.4	-10.8	501.8	74	0	Path Forward: Declined
High Needs	502.3	494.1	-8.2	504.2	101	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	504.4	498.8	-5.6	508.0	56	0	Path Forward: Declined
Students with Disabilities	496.2	488.1	-8.1	498.1	60	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	527.8	519.1	-8.7	530.6	61	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	509.4	492.8	-16.6	512.1	35	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	521.2	510.8	-10.4	522.5	218	3	Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	515.8	507.9	-7.9	518.0	342	3	Recovery Path: Met Target
Lowest Performing	490.4	482.7	-7.7	493.7	74	0	Path Forward: Declined
High Needs	496.6	491.3	-5.3	499.3	97	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	498.6	496.9	-1.7	501.5	53	0	Recovery Path: Declined
Students with Disabilities	488.7	484.3	-4.4	491.8	58	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	528.4	519.8	-8.6	531.1	60	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	502.3	495.1	-7.2	506.5	34	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	514.9	507.2	-7.7	516.9	216	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	511.2	501.6	-9.6	514.5	330	0	Recovery Path: Declined
Lowest Performing	486.4	476.2	-10.2	489.0	74	0	Path Forward: Declined
High Needs	493.2	484.5	-8.7	495.5	89	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	496.7	486.1	-10.6	499.9	46	0	Recovery Path: Declined
Students with Disabilities	485.8	481.3	-4.5	488.8	58	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	520.6	510.4	-10.2	523.5	57	3	Recovery Path: Met Target
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	496.4	483.1	-13.3	499.6	31	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	510.8	502.8	-8.0	513.5	210	0	Recovery Path: Declined

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	52.5	325	3	Typical Growth - High
Lowest Performing	51.0	74	3	Typical Growth - High
High Needs	43.7	87	2	Typical Growth - Low
English Learners and Former English Learners	-	12	-	-
Low Income	50.7	43	3	Typical Growth - High
Students with Disabilities	42.0	55	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	60.1	56	4	Exceeded Typical Growth
Black or African American	-	14	-	-
Hispanic or Latino	39.5	29	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	51.7	210	3	Typical Growth - High

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	54.0	320	3	Typical Growth - High
Lowest Performing	57.5	74	3	Typical Growth - High
High Needs	51.7	84	3	Typical Growth - High
English Learners and Former English Learners	-	11	-	-
Low Income	55.2	41	3	Typical Growth - High
Students with Disabilities	48.3	54	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	60.7	55	4	Exceeded Typical Growth
Black or African American	-	15	-	-
Hispanic or Latino	56.0	28	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	53.2	206	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.5	96.6	0.1	95.0	350	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	91.5	91.7	0.2	94.6	132	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	84.9	89.7	4.8	89.0	97	4	Exceeded Target
Students with Disabilities	96.0	90.9	-5.1	95.0	55	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	98.1	100.0	1.9	95.0	69	4	Exceeded Target
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	-	-	-	-	25	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	97.0	97.4	0.4	95.0	229	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.5	97.2	-1.3	95.0	317	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	95.8	92.6	-3.2	95.0	94	0	Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	94.0	86.8	-7.2	95.0	53	0	Declined
Students with Disabilities	93.9	96.0	2.1	95.0	50	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	100.0	98.1	-1.9	95.0	53	4	Exceeded Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.8	97.8	-1.0	95.0	230	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.5	0.3	-0.2	1.0	1,413	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	1.3	0.7	-0.6	1.2	416	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	33	-	-
Low Income	2.3	0.9	-1.4	2.1	230	4	Exceeded Target
Students with Disabilities	1.1	0.9	-0.2	1.0	215	3	Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	0.4	0.0	-0.4	1.0	267	4	Exceeded Target
Black or African American	-	-	-	-	63	-	-
Hispanic or Latino	1.0	0.9	-0.1	1.0	116	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	53	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	0.3	0.2	-0.1	1.0	909	4	Exceeded Target

Progress toward attaining English language proficiency - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	23.1	31.3	8.2	29.1	32	3	Met Target
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	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	11.4	11.7	0.3	10.3	1,423	3	Met Target
Lowest Performing	22.8	17.6	-5.2	18.8	74	4	Exceeded Target
High Needs	25.2	26.4	1.2	22.1	420	0	Declined
English Learners and Former English Learners	-	-	-	-	74	-	-
Low Income	29.0	31.2	2.2	24.8	247	0	Declined
Students with Disabilities	32.7	30.9	-1.8	28.8	220	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	4.8	5.2	0.4	2.9	271	4	Exceeded Target
Black or African American	-	-	-	-	68	-	-
Hispanic or Latino	21.3	20.4	-0.9	17.3	137	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	58	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	11.3	10.8	-0.5	9.9	885	3	Met Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	96.5	98.3	1.8	95.0	698	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	91.2	94.3	3.1	95.0	193	3	Met Target
English Learners and Former English Learners	-	-	-	-	27	-	-
Low Income	89.6	96.5	6.9	95.0	113	4	Exceeded Target
Students with Disabilities	89.1	90.2	1.1	95.0	102	3	Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	100.0	100.0	0.0	95.0	138	4	Exceeded Target
Black or African American	-	-	-	-	32	-	-
Hispanic or Latino	91.8	95.0	3.2	95.0	60	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	96.5	98.2	1.7	95.0	442	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	358	354	99	Yes	1	356	350	98	Yes	1	357	353	99	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	110	108	109	104	109	106	328	318	97	Yes	1
English Learners and Former English Learners	19	19	19	18	19	19	57	-	-	-	-
Low Income	63	62	62	59	62	60	187	181	97	Yes	1
Students with Disabilities	65	63	65	61	65	64	195	188	96	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	62	62	61	61	61	61	184	184	100	Yes	1
Black or African American	16	15	16	16	16	16	48	-	-	-	-
Hispanic or Latino	37	37	37	36	37	36	111	109	98	Yes	1
Multi-Race, Not Hispanic or Latino	17	16	17	15	17	16	51	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	225	223	224	221	225	223	674	667	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