Massachusetts School and District Profiles

Hopkinton High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Hopkinton High

Organization Information

DISTRICT NAME
Hopkinton (01390000)

TITLE I STATUS
Non-Title I School

SCHOOL
Hopkinton High (01390505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

School of Recognition

Progress toward improvement targets	Accountability percentile
85% - Meeting or exceeding targets	97

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	75%	91%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	85%
	Meeting or exceeding 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	4	4	-	3	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	4	4	-
	Achievement total	12	12	47.5	11	12	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	22.5	7	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	11	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	3	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	4	8	10.0	3	4	10.0
Weighted total		9.9	10.7	-	9.3	10.3	-
Percentage of possible points		93%		-	90%		-
2026 Annual criterion-referenced target percentage		91%

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	4	4	-	3	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	0	4	-
	Achievement total	12	12	47.5	6	12	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	22.5	7	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	11	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	4	8	10.0	4	4	10.0
Weighted total		9.9	10.7	-	6.0	10.3	-
Percentage of possible points		93%		-	58%		-
2025 Annual criterion-referenced target percentage		75%

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	49%	72%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	63%
	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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	3	4	-
	Achievement total	9	12	47.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	4	-
	Growth total	7	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	2	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	4	8	10.0
Weighted total		7.7	10.7	-
Percentage of possible points		72%		-
2026 Annual criterion-referenced target percentage		72%

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	3	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	3	12	47.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	4	-
	Growth total	7	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	3	4	-
	High school completion total	11	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	0	8	10.0
Weighted total		5.2	10.7	-
Percentage of possible points		49%		-
2025 Annual criterion-referenced target percentage		49%

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	520.4	524.0	3.6	521.4	308	4	Path Forward: Exceeded Target
Lowest Performing	500.5	503.1	2.6	504.1	69	3	Path Forward: Met Target
High Needs	501.6	500.6	-1.0	503.5	57	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	-	-	-	-	22	-	-
Students with Disabilities	497.9	494.2	-3.7	499.8	37	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	526.7	530.5	3.8	530.1	100	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	518.3	520.1	1.8	519.6	174	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	521.1	525.1	4.0	522.2	304	4	Path Forward: Exceeded Target
Lowest Performing	494.7	499.7	5.0	498.0	69	4	Path Forward: Exceeded Target
High Needs	498.2	499.1	0.9	500.9	55	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	-	-	-	-	20	-	-
Students with Disabilities	492.5	492.3	-0.2	495.0	36	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	535.1	537.2	2.1	538.5	99	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	517.4	518.1	0.7	518.5	172	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	519.1	523.5	4.4	522.5	293	4	Recovery Path: Exceeded Target
Lowest Performing	492.2	497.1	4.9	494.8	67	4	Path Forward: Exceeded Target
High Needs	499.6	498.2	-1.4	502.7	50	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	20	-	-
Students with Disabilities	495.9	489.5	-6.4	499.0	33	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	530.1	533.7	3.6	532.2	97	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	515.5	517.2	1.7	518.5	166	4	Recovery Path: Exceeded Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	63.2	287	4	Exceeded Typical Growth
Lowest Performing	69.3	69	4	Exceeded Typical Growth
High Needs	64.4	44	4	Exceeded Typical Growth
English Learners and Former English Learners	-	3	-	-
Low Income	-	17	-	-
Students with Disabilities	62.6	32	4	Exceeded Typical Growth
American Indian or Alaska Native	-	1	-	-
Asian	63.8	92	4	Exceeded Typical Growth
Black or African American	-	1	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	63.7	167	4	Exceeded Typical Growth

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.8	285	3	Typical Growth - High
Lowest Performing	54.7	69	3	Typical Growth - High
High Needs	54.1	43	3	Typical Growth - High
English Learners and Former English Learners	-	3	-	-
Low Income	-	16	-	-
Students with Disabilities	53.8	31	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	51.5	92	3	Typical Growth - High
Black or African American	-	1	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.7	165	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.3	96.9	-2.4	95.0	325	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	98.7	89.2	-9.5	95.0	74	0	Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	45	-	-
Students with Disabilities	97.6	80.0	-17.6	95.0	40	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	100.0	97.6	-2.4	95.0	83	4	Exceeded Target
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	22	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.0	97.6	-1.4	95.0	205	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.7	99.6	-0.1	95.0	281	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	100.0	98.7	-1.3	95.0	75	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	41	-	-
Students with Disabilities	100.0	97.6	-2.4	95.0	42	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	100.0	100.0	0.0	95.0	51	4	Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.6	99.5	-0.1	95.0	191	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.2	0.2	0.0	1.0	1,263	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.4	0.4	0.0	1.0	227	3	Met Target
English Learners and Former English Learners	-	-	-	-	22	-	-
Low Income	-	-	-	-	90	-	-
Students with Disabilities	0.6	0.7	0.1	1.0	147	3	Met Target
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	0.0	0.0	0.0	1.0	336	4	Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	67	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	56	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.2	0.3	0.1	1.0	790	3	Met Target

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	12.4	11.1	-1.3	11.3	1,293	3	Met Target
Lowest Performing	9.6	10.1	0.5	5.6	69	3	Met Target
High Needs	27.8	25.8	-2.0	24.7	264	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	37	-	-
Low Income	-	-	-	-	101	-	-
Students with Disabilities	29.9	28.2	-1.7	26.0	174	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	9.5	3.8	-5.7	7.6	372	4	Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	-	-	-	-	58	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	60	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	12.0	13.0	1.0	10.6	785	0	Declined

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	84.1	83.4	-0.7	86.2	640	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	56.9	60.0	3.1	62.9	130	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	-	-	-	-	51	-	-
Students with Disabilities	45.3	48.2	2.9	53.0	83	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	95.7	93.1	-2.6	95.0	159	3	Met Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	29	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	30	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	81.2	81.0	-0.2	83.7	411	1	No Change

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	309	309	100	Yes	1	310	305	98	Yes	1	310	306	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	58	58	58	56	58	57	174	171	98	Yes	1
English Learners and Former English Learners	9	9	9	9	9	9	27	-	-	-	-
Low Income	23	23	23	21	23	23	69	67	97	Yes	1
Students with Disabilities	37	37	37	36	37	36	111	109	98	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	100	100	100	99	100	99	300	298	99	Yes	1
Black or African American	3	3	3	3	3	3	9	-	-	-	-
Hispanic or Latino	14	14	14	13	14	14	42	-	-	-	-
Multi-Race, Not Hispanic or Latino	17	17	17	17	17	17	51	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	174	174	175	172	175	172	524	518	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