Massachusetts School and District Profiles

Chicopee Comprehensive High School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Chicopee Comprehensive High School

Organization Information

DISTRICT NAME
Chicopee (00610000)

TITLE I STATUS
Non-Title I School

SCHOOL
Chicopee Comprehensive High School (00610510)

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
42% - Moderate progress toward targets	22

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	17%	58%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	42%
	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	2	4	-	4	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	2	4	-	2	4	-
	Achievement total	6	12	40.0	8	12	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	3	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-	-	-	-
	Extended engagement rate	1	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	6	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	4	8	10.0	4	4	10.0
Weighted total		5.0	10.0	-	6.7	10.3	-
Percentage of possible points		50%		-	65%		-
2026 Annual criterion-referenced target percentage		58%

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	40.0	0	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	3	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	1	4	-	-	-	-
	Extended engagement rate	2	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	7	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	4	8	10.0	2	4	10.0
Weighted total		2.4	10.0	-	1.1	10.3	-
Percentage of possible points		24%		-	11%		-
2025 Annual criterion-referenced target percentage		17%

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%	24%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	23%
	Limited or no 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	2	4	-
	Science achievement	0	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	1	4	-
	Annual dropout rate	0	4	-
	High school completion total	3	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	4	8	10.0
Weighted total		2.6	10.7	-
Percentage of possible points		24%		-
2026 Annual criterion-referenced target percentage		24%

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	1	4	-
	Growth total	3	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	2	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	4	4	-
	Additional indicators total	4	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	491.9	493.1	1.2	493.9	261	2	Recovery Path: Improved Below Target
Lowest Performing	464.2	471.4	7.2	469.3	54	4	Path Forward: Exceeded Target
High Needs	487.1	486.4	-0.7	491.4	154	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	489.3	487.5	-1.8	494.2	139	0	Path Forward: Declined
Students with Disabilities	469.5	476.0	6.5	472.7	41	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	486.7	487.3	0.6	490.4	93	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.2	497.2	1.0	501.3	142	2	Path Forward: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	486.7	489.8	3.1	490.8	260	2	Path Forward: Improved Below Target
Lowest Performing	470.2	470.5	0.3	475.3	54	2	Path Forward: Improved Below Target
High Needs	483.7	484.1	0.4	487.9	152	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	484.8	484.6	-0.2	488.6	137	1	Path Forward: No Change
Students with Disabilities	470.4	476.6	6.2	474.5	40	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	482.0	483.8	1.8	485.8	92	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.3	493.3	3.0	494.3	142	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	486.9	488.0	1.1	490.1	242	2	Recovery Path: Improved Below Target
Lowest Performing	463.7	466.2	2.5	467.6	54	2	Path Forward: Improved Below Target
High Needs	482.5	481.9	-0.6	484.1	137	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	483.3	481.9	-1.4	485.3	124	0	Recovery Path: Declined
Students with Disabilities	469.1	472.8	3.7	471.0	37	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	481.9	484.7	2.8	485.5	80	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.3	490.1	-0.2	493.2	139	1	Recovery Path: No Change

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.5	239	2	Typical Growth - Low
Lowest Performing	52.2	54	3	Typical Growth - High
High Needs	46.6	141	2	Typical Growth - Low
English Learners and Former English Learners	-	11	-	-
Low Income	47.0	126	2	Typical Growth - Low
Students with Disabilities	46.1	37	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	-	8	-	-
Hispanic or Latino	47.5	88	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.8	130	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	38.8	238	1	Low Growth
Lowest Performing	39.9	54	1	Low Growth
High Needs	39.9	139	1	Low Growth
English Learners and Former English Learners	-	11	-	-
Low Income	39.1	124	1	Low Growth
Students with Disabilities	38.8	36	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	-	8	-	-
Hispanic or Latino	40.4	87	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	38.4	130	1	Low Growth

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	91.8	93.7	1.9	95.0	287	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	88.6	90.1	1.5	93.7	182	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	88.8	89.7	0.9	94.1	174	2	Improved Below Target
Students with Disabilities	72.7	88.6	15.9	81.8	35	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	88.1	90.5	2.4	94.5	95	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	95.4	95.3	-0.1	95.0	169	3	Met Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	93.3	93.2	-0.1	95.0	279	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	90.9	90.6	-0.3	94.5	202	1	No Change
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	91.0	90.8	-0.2	95.0	196	1	No Change
Students with Disabilities	85.7	75.0	-10.7	92.7	44	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	91.0	90.1	-0.9	95.0	101	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	94.3	96.1	1.8	95.0	152	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.0	1.0	0.0	1.0	1,192	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	1.3	1.6	0.3	1.1	676	0	Declined
English Learners and Former English Learners	-	-	-	-	51	-	-
Low Income	1.1	1.8	0.7	1.0	609	0	Declined
Students with Disabilities	2.7	2.3	-0.4	2.4	171	3	Met Target
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	46	-	-
Hispanic or Latino	1.5	1.3	-0.2	1.3	451	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	37	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.8	0.6	-0.2	1.0	639	4	Exceeded Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	22.0	32.8	10.8	28.0	58	4	Exceeded 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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	17.1	18.1	1.0	14.1	1,177	0	Declined
Lowest Performing	22.6	13.0	-9.6	15.7	54	4	Exceeded Target
High Needs	23.6	25.9	2.3	20.0	679	0	Declined
English Learners and Former English Learners	-	-	-	-	85	-	-
Low Income	24.3	27.1	2.8	20.3	620	0	Declined
Students with Disabilities	26.3	26.4	0.1	22.5	159	1	No Change
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	14	-	-
Black or African American	-	-	-	-	48	-	-
Hispanic or Latino	22.9	22.6	-0.3	19.0	455	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	34	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	12.9	13.7	0.8	9.3	622	0	Declined

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	50.3	57.4	7.1	55.1	564	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	36.7	47.0	10.3	41.8	313	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	38	-	-
Low Income	36.1	49.0	12.9	41.4	292	4	Exceeded Target
Students with Disabilities	26.2	15.9	-10.3	31.7	69	0	Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	37.9	49.8	11.9	44.4	231	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	59.4	63.0	3.6	64.2	292	2	Improved Below 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	267	266	100	Yes	1	266	265	100	Yes	1	266	264	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	158	158	157	156	157	155	472	469	99	Yes	1
English Learners and Former English Learners	16	16	16	16	16	16	48	-	-	-	-
Low Income	143	143	142	141	142	140	427	424	99	Yes	1
Students with Disabilities	42	42	42	41	42	41	126	124	98	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	14	14	14	14	14	14	42	-	-	-	-
Hispanic or Latino	95	95	95	94	94	93	284	282	99	Yes	1
Multi-Race, Not Hispanic or Latino	11	11	11	11	11	11	33	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	144	143	143	143	144	143	431	429	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