Massachusetts School and District Profiles

Norton High

Districts
Schools

2025

2025 Official Accountability Report - Norton High

Organization Information

DISTRICT NAME
Norton (02180000)

TITLE I STATUS
Non-Title I School

SCHOOL
Norton High (02180505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
29% - Moderate progress toward targets	39

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	49%	15%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	29%
	Moderate 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	0	4	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	0	12	47.5	0	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	4	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	-	0	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	1	8	10.0	0	4	10.0
Weighted total		2.2	10.7	-	0.9	10.3	-
Percentage of possible points		21%		-	9%		-
2025 Annual criterion-referenced target percentage		15%

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	0	4	-	3	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	0	4	-	2	4	-
	Achievement total	3	12	47.5	7	12	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	6	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	4	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
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		3.8	10.7	-	6.5	10.3	-
Percentage of possible points		36%		-	63%		-
2024 Annual criterion-referenced target percentage		49%

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	43%	14%
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 (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	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	2	4	-
	High school completion total	2	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	2	8	10.0
Weighted total		1.5	10.7	-
Percentage of possible points		14%		-
2025 Annual criterion-referenced target percentage		14%

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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	4	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	4	4	-
	Annual dropout rate	0	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		4.6	10.7	-
Percentage of possible points		43%		-
2024 Annual criterion-referenced target percentage		43%

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	504.1	499.9	-4.2	506.2	153	0	Path Forward: Declined
Lowest Performing	486.0	476.5	-9.5	491.1	31	0	Path Forward: Declined
High Needs	492.6	485.1	-7.5	495.9	62	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	495.9	484.1	-11.8	498.7	47	0	Path Forward: Declined
Students with Disabilities	482.6	480.2	-2.4	485.2	34	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	504.9	501.7	-3.2	507.9	127	0	Path Forward: 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	492.5	-8.9	503.1	154	0	Recovery Path: Declined
Lowest Performing	483.1	469.0	-14.1	488.2	31	0	Path Forward: Declined
High Needs	489.0	479.6	-9.4	493.1	61	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	491.4	482.1	-9.3	495.4	47	0	Path Forward: Declined
Students with Disabilities	481.2	474.2	-7.0	485.6	33	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	502.2	494.5	-7.7	504.2	128	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	501.1	496.7	-4.4	503.1	152	0	Recovery Path: Declined
Lowest Performing	482.1	475.2	-6.9	486.8	31	0	Path Forward: Declined
High Needs	488.2	481.6	-6.6	491.0	61	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	488.7	482.7	-6.0	491.5	46	0	Path Forward: Declined
Students with Disabilities	481.1	477.4	-3.7	484.2	36	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	501.9	498.8	-3.1	503.7	130	0	Recovery Path: Declined

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	49.2	143	2	Typical Growth - Low
Lowest Performing	48.7	31	2	Typical Growth - Low
High Needs	42.2	54	2	Typical Growth - Low
English Learners and Former English Learners	-	3	-	-
Low Income	37.5	39	1	Low Growth
Students with Disabilities	43.0	27	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	6	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	49.7	121	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	49.2	142	2	Typical Growth - Low
Lowest Performing	40.8	31	2	Typical Growth - Low
High Needs	47.8	52	2	Typical Growth - Low
English Learners and Former English Learners	-	3	-	-
Low Income	52.2	39	3	Typical Growth - High
Students with Disabilities	39.0	25	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	6	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	49.9	120	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	93.5	94.1	0.6	95.0	170	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	91.4	87.7	-3.7	95.0	65	0	Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	90.2	88.7	-1.5	94.3	53	0	Declined
Students with Disabilities	92.5	73.3	-19.2	95.0	30	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	93.4	93.2	-0.2	95.0	146	1	No Change

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.2	93.5	-4.7	95.0	169	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	94.7	91.4	-3.3	95.0	70	0	Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	93.8	90.2	-3.6	95.0	51	0	Declined
Students with Disabilities	95.2	92.5	-2.7	95.0	40	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.0	93.4	-4.6	95.0	151	0	Declined

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.9	1.5	-0.4	1.7	682	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	3.8	3.5	-0.3	3.4	229	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	4.3	4.4	0.1	3.9	160	1	No Change
Students with Disabilities	4.3	4.9	0.6	3.9	122	0	Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	18	-	-
Black or African American	-	-	-	-	28	-	-
Hispanic or Latino	-	-	-	-	27	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	2.0	1.7	-0.3	1.8	585	3	Met Target

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	21.6	26.2	4.6	19.3	684	0	Declined
Lowest Performing	23.7	35.5	11.8	17.9	31	0	Declined
High Needs	37.0	43.0	6.0	33.2	251	0	Declined
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	41.6	46.9	5.3	36.5	179	0	Declined
Students with Disabilities	39.1	43.0	3.9	34.7	128	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	40	-	-
Hispanic or Latino	-	-	-	-	30	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	25	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	20.4	25.4	5.0	17.9	571	0	Declined

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	51.1	50.4	-0.7	55.2	337	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	24.0	24.3	0.3	30.1	111	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	30.4	28.9	-1.5	37.2	76	0	Declined
Students with Disabilities	7.1	11.1	4.0	15.2	54	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	53.3	51.9	-1.4	57.4	287	0	Declined

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	159	155	97	Yes	1	159	156	98	Yes	1	159	158	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	66	64	66	63	66	65	198	192	97	Yes	1
English Learners and Former English Learners	4	4	4	4	4	4	12	-	-	-	-
Low Income	51	49	51	49	51	50	153	148	97	Yes	1
Students with Disabilities	36	34	36	33	36	36	108	103	95	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	2	2	2	2	2	2	6	-	-	-	-
Black or African American	10	10	10	10	10	10	30	-	-	-	-
Hispanic or Latino	8	8	8	8	8	7	24	-	-	-	-
Multi-Race, Not Hispanic or Latino	7	7	7	7	7	7	21	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	131	127	131	128	131	131	393	386	98	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