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Douglas High School
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2025 Official Accountability Report - Douglas High School
Organization Information
DISTRICT NAME
Douglas (00770000)		TITLE I STATUS
Non-Title I School
SCHOOL
Douglas High School (00770505)		GRADES SERVED
09,10,11,12
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
53% - Substantial progress toward targets46

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage84%32%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		53%
Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator All students
(High school grades)		 Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04----
Mathematics achievement04----
Science achievement04----
Achievement total01247.5---
GrowthEnglish language arts growth44----
Mathematics growth24----
Growth total6822.5---
High school completionFour-year cohort graduation rate44----
Extended engagement rate44----
Annual dropout rate04----
High school completion total81220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44----
Advanced coursework completion04----
Additional indicators total4810.0---
Weighted total3.410.7----
Percentage of possible points 32%---
2025 Annual criterion-referenced target percentage32%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All students
(High school grades)		 Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44----
Mathematics achievement44----
Science achievement34----
Achievement total111247.5---
GrowthEnglish language arts growth44----
Mathematics growth24----
Growth total6822.5---
High school completionFour-year cohort graduation rate44----
Extended engagement rate24----
Annual dropout rate44----
High school completion total101220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism04----
Advanced coursework completion44----
Additional indicators total4810.0---
Weighted total9.010.7----
Percentage of possible points 84%---
2024 Annual criterion-referenced target percentage84%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
52

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage81%32%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		52%
Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01247.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
High school completionFour-year cohort graduation rate44-
Extended engagement rate44-
Annual dropout rate04-
High school completion total81220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion04-
Additional indicators total4810.0
Weighted total3.410.7-
Percentage of possible points 32%-
2025 Annual criterion-referenced target percentage32%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement44-
Science achievement44-
Achievement total121247.5
GrowthEnglish language arts growth44-
Mathematics growth24-
Growth total6822.5
High school completionFour-year cohort graduation rate24-
Extended engagement rate04-
Annual dropout rate44-
High school completion total61220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion44-
Additional indicators total4810.0
Weighted total8.710.7-
Percentage of possible points 81%-
2024 Annual criterion-referenced target percentage81%

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 509.2 497.4 -11.8 510.7 630Path Forward: Declined
Lowest Performing---- 19--
High Needs 501.0 485.7 -15.3 503.6 320Path Forward: Declined
English Learners and Former English Learners---- 2--
Low Income 501.9 488.6 -13.3 504.4 210Path Forward: Declined
Students with Disabilities---- 19--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 9--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 508.1 495.1 -13.0 509.4 520Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 501.4 490.8 -10.6 503.3 630Path Forward: Declined
Lowest Performing---- 19--
High Needs 495.9 484.6 -11.3 499.7 320Path Forward: Declined
English Learners and Former English Learners---- 2--
Low Income 497.1 487.0 -10.1 500.7 210Path Forward: Declined
Students with Disabilities---- 19--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 9--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 499.1 490.2 -8.9 500.5 520Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 505.0 489.0 -16.0 508.4 590Recovery Path: Declined
Lowest Performing---- 18--
High Needs 497.3 481.9 -15.4 501.1 290Path Forward: Declined
English Learners and Former English Learners---- 1--
Low Income---- 18--
Students with Disabilities---- 18--
American Indian or Alaska Native-------
Asian-------
Black or African American-------
Hispanic or Latino---- 8--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 502.9 488.7 -14.2 506.2 490Recovery Path: Declined

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students 61.3 604Exceeded Typical Growth
Lowest Performing- 19--
High Needs 54.7 303Typical Growth - High
English Learners and Former English Learners- 1--
Low Income- 19--
Students with Disabilities- 18--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 7--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 57.4 513Typical Growth - High

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students 49.2 602Typical Growth - Low
Lowest Performing- 19--
High Needs 50.5 303Typical Growth - High
English Learners and Former English Learners- 1--
Low Income- 19--
Students with Disabilities- 18--
American Indian or Alaska Native----
Asian----
Black or African American----
Hispanic or Latino- 7--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 48.3 512Typical Growth - Low

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 95.3 97.7 2.4 95.0 884Exceeded Target
Lowest Performing-------
High Needs 90.0 97.8 7.8 93.5 464Exceeded Target
English Learners and Former English Learners-------
Low Income 90.6 97.4 6.8 94.6 394Exceeded Target
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American-------
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 98.6 97.5 -1.1 95.0 814Exceeded Target

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students 93.3 98.8 5.5 94.8 854Exceeded Target
Lowest Performing-------
High Needs 87.5 97.5 10.0 90.6 404Exceeded Target
English Learners and Former English Learners-------
Low Income 88.0 96.9 8.9 91.6 324Exceeded Target
Students with Disabilities---- 18--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 1--
Hispanic or Latino---- 7--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 93.8 100.0 6.2 95.0 744Exceeded Target

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 0.0 1.3 1.3 1.0 3030Declined
Lowest Performing-------
High Needs 0.0 2.4 2.4 1.0 1240Declined
English Learners and Former English Learners---- 2--
Low Income 0.0 2.4 2.4 1.0 840Declined
Students with Disabilities---- 64--
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 3--
Hispanic or Latino---- 17--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 0.0 1.5 1.5 1.0 2730Declined

Progress toward attaining English language proficiency - High school
Group 2024 Rate (%) 2025 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 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 29.4 16.4 -13.0 28.1 2694Exceeded Target
Lowest Performing---- 19--
High Needs 38.4 20.2 -18.2 36.1 1144Exceeded Target
English Learners and Former English Learners---- 5--
Low Income 41.0 24.0 -17.0 36.4 754Exceeded Target
Students with Disabilities---- 61--
American Indian or Alaska Native-------
Asian---- 5--
Black or African American---- 2--
Hispanic or Latino---- 22--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 29.9 17.0 -12.9 28.5 2354Exceeded Target

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 59.3 56.0 -3.3 62.6 1340Declined
Lowest Performing-------
High Needs 43.5 36.0 -7.5 48.8 500Declined
English Learners and Former English Learners---- 2--
Low Income 56.0 44.1 -11.9 62.7 340Declined
Students with Disabilities---- 25--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 1--
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 61.0 54.8 -6.2 64.5 1240Declined

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 65 65100Yes 1 65 65100Yes 1 65 6498Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 34 34 34 34 34 33 102 10199Yes1
English Learners and Former English Learners 2 2 2 2 2 2 6----
Low Income 23 23 23 23 23 22 69 6899Yes1
Students with Disabilities 19 19 19 19 19 18 57----
American Indian or Alaska Native-----------
Asian-----------
Black or African American-----------
Hispanic or Latino 9 9 9 9 9 9 27----
Multi-Race, Not Hispanic or Latino 2 2 2 2 2 2 6----
Native Hawaiian or Other Pacific Islander-----------
White 54 54 54 54 54 53 162 16199Yes1


About this report

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.


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