|
|
Overall progress toward improvement targets
| | 2024 | 2025 |
|---|
| Annual criterion-referenced target percentage | 57% | 44% |
| Weight | 40% | 60% |
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%) | 49% |
| Moderate progress toward targets |
2025 Points awarded
| 2025 Progress toward improvement targets |
|---|
| Indicator |
All Students
(Non-high school grades) |
Lowest Performing Students
(Non-high school grades) |
| Points earned |
Total possible points |
Weight % |
Points earned |
Total possible points |
Weight % |
| Achievement | English language arts achievement | 2 | 4 | - | 4 | 4 | - |
| Mathematics achievement | 0 | 4 | - | 2 | 4 | - |
| Science achievement | 0 | 4 | - | - | - | - |
| Achievement total | 2 | 12 | 60.0 | 6 | 8 | 67.5 |
| Growth | English language arts growth | 2 | 4 | - | 2 | 4 | - |
| Mathematics growth | 2 | 4 | - | 2 | 4 | - |
| Growth total | 4 | 8 | 20.0 | 4 | 8 | 22.5 |
| High school completion | Four-year cohort graduation rate | - | - | - | - | - | - |
| Extended engagement rate | - | - | - | - | - | - |
| Annual dropout rate | - | - | - | - | - | - |
| High school completion total | - | - | - | - | - | - |
| Progress toward attaining English language proficiency | English language proficiency total | 1 | 4 | 10.0 | - | - | - |
| Additional indicators | Chronic absenteeism | 0 | 4 | - | 0 | 4 | - |
| Advanced coursework completion | - | - | - | - | - | - |
| Additional indicators total | 0 | 4 | 10.0 | 0 | 4 | 10.0 |
| Weighted total | 2.1 | 9.6 | - | 5.0 | 7.6 | - |
| Percentage of possible points | 22% | - | 66% | - |
| 2025 Annual criterion-referenced target percentage | 44% |
2024 Points awarded
| 2024 Progress toward improvement targets |
|---|
| Indicator |
All Students
(Non-high school grades) |
Lowest Performing Students
(Non-high school grades) |
| Points earned |
Total possible points |
Weight % |
Points earned |
Total possible points |
Weight % |
| Achievement | English language arts achievement | 1 | 4 | - | 4 | 4 | - |
| Mathematics achievement | 2 | 4 | - | 3 | 4 | - |
| Science achievement | 0 | 4 | - | - | - | - |
| Achievement total | 3 | 12 | 60.0 | 7 | 8 | 67.5 |
| Growth | English language arts growth | 2 | 4 | - | 2 | 4 | - |
| Mathematics growth | 2 | 4 | - | 2 | 4 | - |
| Growth total | 4 | 8 | 20.0 | 4 | 8 | 22.5 |
| High school completion | Four-year cohort graduation rate | - | - | - | - | - | - |
| Extended engagement rate | - | - | - | - | - | - |
| Annual dropout rate | - | - | - | - | - | - |
| High school completion total | - | - | - | - | - | - |
| Progress toward attaining English language proficiency | English language proficiency total | 3 | 4 | 10.0 | - | - | - |
| Additional indicators | Chronic absenteeism | 4 | 4 | - | 4 | 4 | - |
| Advanced coursework completion | - | - | - | - | - | - |
| Additional indicators total | 4 | 4 | 10.0 | 4 | 4 | 10.0 |
| Weighted total | 3.3 | 9.6 | - | 6.0 | 7.6 | - |
| Percentage of possible points | 34% | - | 79% | - |
| 2024 Annual criterion-referenced target percentage | 57% |
Student group percentile
| This group's overall performance relative to the performance of the same student group in schools serving similar grades |
|---|
| 6 |
Overall progress toward improvement targets
| | 2024 | 2025 |
|---|
| Annual criterion-referenced target percentage | 32% | 22% |
| Weight | 40% | 60% |
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%) | 26% |
| Moderate progress toward targets |
2025 Points awarded
| 2025 Progress toward improvement targets |
|---|
| Indicator |
High Needs Student Group
(Non-high school grades) |
| Points earned |
Total possible points |
Weight % |
| Achievement | English language arts achievement | 2 | 4 | - |
| Mathematics achievement | 0 | 4 | - |
| Science achievement | 0 | 4 | - |
| Achievement total | 2 | 12 | 67.5 |
| Growth | English language arts growth | 2 | 4 | - |
| Mathematics growth | 2 | 4 | - |
| Growth total | 4 | 8 | 22.5 |
| High school completion | Four-year cohort graduation rate | - | - | - |
| Extended engagement rate | - | - | - |
| Annual dropout rate | - | - | - |
| High school completion total | - | - | - |
| Progress toward attaining English language proficiency | English language proficiency total | - | - | - |
| Additional indicators | Chronic absenteeism | 0 | 4 | - |
| Advanced coursework completion | - | - | - |
| Additional indicators total | 0 | 4 | 10.0 |
| Weighted total | 2.3 | 10.3 | - |
| Percentage of possible points | 22% | - |
| 2025 Annual criterion-referenced target percentage | 22% |
2024 Points awarded
| 2024 Progress toward improvement targets |
|---|
| Indicator |
High Needs Student Group
(Non-high school grades) |
| Points earned |
Total possible points |
Weight % |
| Achievement | English language arts achievement | 1 | 4 | - |
| Mathematics achievement | 2 | 4 | - |
| Science achievement | 0 | 4 | - |
| Achievement total | 3 | 12 | 67.5 |
| Growth | English language arts growth | 2 | 4 | - |
| Mathematics growth | 2 | 4 | - |
| Growth total | 4 | 8 | 22.5 |
| High school completion | Four-year cohort graduation rate | - | - | - |
| Extended engagement rate | - | - | - |
| Annual dropout rate | - | - | - |
| High school completion total | - | - | - |
| Progress toward attaining English language proficiency | English language proficiency total | - | - | - |
| Additional indicators | Chronic absenteeism | 4 | 4 | - |
| Advanced coursework completion | - | - | - |
| Additional indicators total | 4 | 4 | 10.0 |
| Weighted total | 3.3 | 10.3 | - |
| Percentage of possible points | 32% | - |
| 2024 Annual criterion-referenced target percentage | 32% |
Detailed data for each indicator
| English language arts achievement - MCAS average composite scaled score - Non-high school |
| Group |
2024 Achievement |
2025 Achievement |
Change |
2025 Target |
N |
Points |
Reason |
| All Students | 475.2 | 475.7 | 0.5 | 477.9 | 1,196 | 2 | Recovery Path: Improved Below Target | | Lowest Performing | 447.9 | 454.1 | 6.2 | 453.1 | 169 | 4 | Recovery Path: Exceeded Target | | High Needs | 472.9 | 473.1 | 0.2 | 475.3 | 1,072 | 2 | Recovery Path: Improved Below Target | | English Learners and Former English Learners | 467.2 | 467.8 | 0.6 | 471.1 | 642 | 2 | Recovery Path: Improved Below Target | | Low Income | 473.0 | 473.6 | 0.6 | 476.1 | 939 | 2 | Recovery Path: Improved Below Target | | Students with Disabilities | 459.2 | 459.8 | 0.6 | 462.4 | 314 | 2 | Recovery Path: Improved Below Target | | American Indian or Alaska Native | - | - | - | - | 1 | - | - | | Asian | 485.6 | 487.8 | 2.2 | 489.0 | 97 | 2 | Recovery Path: Improved Below Target | | Black or African American | 479.6 | 474.7 | -4.9 | 482.7 | 89 | 0 | Recovery Path: Declined | | Hispanic or Latino | 472.5 | 472.9 | 0.4 | 476.0 | 874 | 2 | Recovery Path: Improved Below Target | | Multi-Race, Not Hispanic or Latino | 475.4 | 478.8 | 3.4 | 479.0 | 30 | 3 | Recovery Path: Met Target | | Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - | | White | 483.8 | 487.0 | 3.2 | 487.2 | 105 | 3 | Recovery Path: Met Target |
| Mathematics achievement - MCAS average composite scaled score - Non-high school |
| Group |
2024 Achievement |
2025 Achievement |
Change |
2025 Target |
N |
Points |
Reason |
| All Students | 476.2 | 475.2 | -1.0 | 479.3 | 1,197 | 0 | Recovery Path: Declined | | Lowest Performing | 456.1 | 458.7 | 2.6 | 460.4 | 169 | 2 | Recovery Path: Improved Below Target | | High Needs | 474.6 | 473.3 | -1.3 | 477.4 | 1,073 | 0 | Recovery Path: Declined | | English Learners and Former English Learners | 470.9 | 470.5 | -0.4 | 473.7 | 642 | 1 | Recovery Path: No Change | | Low Income | 474.7 | 473.4 | -1.3 | 477.5 | 940 | 0 | Recovery Path: Declined | | Students with Disabilities | 465.8 | 464.6 | -1.2 | 469.3 | 314 | 0 | Recovery Path: Declined | | American Indian or Alaska Native | - | - | - | - | 1 | - | - | | Asian | 486.8 | 485.1 | -1.7 | 489.8 | 98 | 0 | Recovery Path: Declined | | Black or African American | 476.8 | 473.7 | -3.1 | 479.9 | 89 | 0 | Recovery Path: Declined | | Hispanic or Latino | 474.2 | 473.1 | -1.1 | 477.0 | 874 | 0 | Recovery Path: Declined | | Multi-Race, Not Hispanic or Latino | 473.3 | 482.0 | 8.7 | 477.5 | 30 | 4 | Recovery Path: Exceeded Target | | Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - | | White | 482.9 | 482.6 | -0.3 | 486.5 | 105 | 1 | Recovery Path: No Change |
| Science achievement - MCAS average composite scaled score - Non-high school |
| Group |
2024 Achievement |
2025 Achievement |
Change |
2025 Target |
N |
Points |
Reason |
| All Students | 480.2 | 478.3 | -1.9 | 483.8 | 321 | 0 | Recovery Path: Declined | | Lowest Performing | - | - | - | - | 62 | - | - | | High Needs | 477.6 | 476.5 | -1.1 | 481.0 | 292 | 0 | Recovery Path: Declined | | English Learners and Former English Learners | 471.2 | 470.9 | -0.3 | 473.8 | 156 | 1 | Recovery Path: No Change | | Low Income | 477.6 | 476.5 | -1.1 | 481.1 | 262 | 0 | Recovery Path: Declined | | Students with Disabilities | 467.3 | 464.7 | -2.6 | 471.6 | 79 | 0 | Recovery Path: Declined | | American Indian or Alaska Native | - | - | - | - | - | - | - | | Asian | 493.3 | 490.7 | -2.6 | 495.8 | 28 | 0 | Recovery Path: Declined | | Black or African American | - | - | - | - | 27 | - | - | | Hispanic or Latino | 477.1 | 475.4 | -1.7 | 480.4 | 226 | 0 | Recovery Path: Declined | | Multi-Race, Not Hispanic or Latino | - | - | - | - | 7 | - | - | | Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - | | White | 492.0 | 487.9 | -4.1 | 497.0 | 33 | 0 | Recovery Path: Declined |
| English language arts growth - Non-high school |
| Group |
2025 Mean SGP |
N |
Points |
Reason |
| All Students | 48.0 | 1,085 | 2 | Typical Growth - Low | | Lowest Performing | 47.8 | 167 | 2 | Typical Growth - Low | | High Needs | 47.7 | 962 | 2 | Typical Growth - Low | | English Learners and Former English Learners | 47.2 | 555 | 2 | Typical Growth - Low | | Low Income | 48.1 | 842 | 2 | Typical Growth - Low | | Students with Disabilities | 44.4 | 285 | 2 | Typical Growth - Low | | American Indian or Alaska Native | - | 1 | - | - | | Asian | 52.0 | 94 | 3 | Typical Growth - High | | Black or African American | 42.7 | 73 | 2 | Typical Growth - Low | | Hispanic or Latino | 47.7 | 789 | 2 | Typical Growth - Low | | Multi-Race, Not Hispanic or Latino | 49.3 | 28 | 2 | Typical Growth - Low | | Native Hawaiian or Other Pacific Islander | - | - | - | - | | White | 50.4 | 100 | 3 | Typical Growth - High |
| Mathematics growth - Non-high school |
| Group |
2025 Mean SGP |
N |
Points |
Reason |
| All Students | 43.1 | 1,104 | 2 | Typical Growth - Low | | Lowest Performing | 44.7 | 167 | 2 | Typical Growth - Low | | High Needs | 42.6 | 981 | 2 | Typical Growth - Low | | English Learners and Former English Learners | 42.3 | 572 | 2 | Typical Growth - Low | | Low Income | 42.5 | 858 | 2 | Typical Growth - Low | | Students with Disabilities | 41.9 | 284 | 2 | Typical Growth - Low | | American Indian or Alaska Native | - | 1 | - | - | | Asian | 47.5 | 96 | 2 | Typical Growth - Low | | Black or African American | 41.8 | 76 | 2 | Typical Growth - Low | | Hispanic or Latino | 42.1 | 803 | 2 | Typical Growth - Low | | Multi-Race, Not Hispanic or Latino | 53.2 | 28 | 3 | Typical Growth - High | | Native Hawaiian or Other Pacific Islander | - | - | - | - | | White | 44.2 | 100 | 2 | Typical Growth - Low |
| Progress toward attaining English language proficiency - Non-high school |
| Group |
2024 Rate (%) |
2025 Rate (%) |
Change |
Target |
N |
Points |
Reason |
| All Students | 26.6 | 24.8 | -1.8 | 31.8 | 315 | 1 | No Change | | Lowest Performing | - | - | - | - | - | - | - | | High Needs | - | - | - | - | - | - | - | | English Learners and Former English Learners | 26.6 | 24.8 | -1.8 | 31.8 | 315 | 1 | No Change | | 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 - Non-high school |
| Group |
2024 Rate (%) |
2025 Rate (%) |
Change |
Target |
N |
Points |
Reason |
| All Students | 24.2 | 26.9 | 2.7 | 22.0 | 1,322 | 0 | Declined | | Lowest Performing | 34.5 | 37.9 | 3.4 | 29.6 | 169 | 0 | Declined | | High Needs | 25.0 | 28.6 | 3.6 | 22.5 | 1,192 | 0 | Declined | | English Learners and Former English Learners | 21.2 | 25.9 | 4.7 | 17.9 | 727 | 0 | Declined | | Low Income | 26.3 | 30.7 | 4.4 | 23.6 | 1,054 | 0 | Declined | | Students with Disabilities | 35.7 | 34.2 | -1.5 | 31.4 | 322 | 2 | Improved Below Target | | American Indian or Alaska Native | - | - | - | - | 1 | - | - | | Asian | 15.4 | 17.0 | 1.6 | 12.2 | 106 | 0 | Declined | | Black or African American | 15.3 | 14.9 | -0.4 | 11.7 | 101 | 2 | Improved Below Target | | Hispanic or Latino | 25.2 | 28.7 | 3.5 | 21.4 | 964 | 0 | Declined | | Multi-Race, Not Hispanic or Latino | 37.1 | 31.4 | -5.7 | 34.9 | 35 | 4 | Exceeded Target | | Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - | | White | 27.8 | 29.6 | 1.8 | 24.9 | 115 | 0 | Declined |
| 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 | 1,299 | 1,294 | 100 | Yes | 1 | 1,300 | 1,296 | 100 | Yes | 1 | 366 | 361 | 99 | Yes | 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 | 1,173 | 1,168 | 1,174 | 1,170 | 336 | 331 | 2,683 | 2,669 | 99 | Yes | 1 | | English Learners and Former English Learners | 721 | 719 | 721 | 720 | 190 | 187 | 1,632 | 1,626 | 100 | Yes | 1 | | Low Income | 1,033 | 1,028 | 1,034 | 1,030 | 304 | 299 | 2,371 | 2,357 | 99 | Yes | 1 | | Students with Disabilities | 325 | 322 | 325 | 323 | 85 | 81 | 735 | 726 | 99 | Yes | 1 | | American Indian or Alaska Native | 2 | 2 | 2 | 2 | 0 | 0 | 4 | - | - | - | - | | Asian | 104 | 103 | 104 | 104 | 30 | 30 | 238 | 237 | 100 | Yes | 1 | | Black or African American | 97 | 97 | 97 | 97 | 31 | 30 | 225 | 224 | 100 | Yes | 1 | | Hispanic or Latino | 951 | 947 | 952 | 949 | 262 | 259 | 2,165 | 2,155 | 100 | Yes | 1 | | Multi-Race, Not Hispanic or Latino | 33 | 33 | 33 | 32 | 8 | 7 | 74 | 72 | 97 | Yes | 1 | | Native Hawaiian or Other Pacific Islander | - | - | - | - | - | - | - | - | - | - | - | | White | 112 | 112 | 112 | 112 | 35 | 35 | 259 | 259 | 100 | Yes | 1 |
| 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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| Resources |
|---|
 Interpretive Materials |  Glossary of Accountability Terms |
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