Massachusetts School and District Profiles

Norwell High

Districts
Schools

2025

2025 Official Accountability Report - Norwell High

Organization Information

DISTRICT NAME
Norwell (02190000)

TITLE I STATUS
Title I School

SCHOOL
Norwell High (02190505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
76% - Meeting or exceeding targets	89

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	87%	69%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	76%
	Meeting or exceeding 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	3	4	-	3	4	-
	Mathematics achievement	3	4	-	3	4	-
	Science achievement	3	4	-	0	4	-
	Achievement total	9	12	47.5	6	12	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	2	4	-	4	4	-
	Growth total	5	8	22.5	8	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	4	4	-	-	-	-
	Additional indicators total	7	8	10.0	4	4	10.0
Weighted total		8.3	10.7	-	6.3	10.3	-
Percentage of possible points		78%		-	61%		-
2025 Annual criterion-referenced target percentage		69%

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	3	4	-	2	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	4	4	-
	Achievement total	11	12	47.5	10	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	6	8	22.5	6	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	12	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	3	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	8	8	10.0	3	4	10.0
Weighted total		9.8	10.7	-	8.4	10.3	-
Percentage of possible points		92%		-	82%		-
2024 Annual criterion-referenced target percentage		87%

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	78%	36%
Weight	40%	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		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	4	4	-
	Mathematics growth	2	4	-
	Growth total	6	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	3	4	-
	Additional indicators total	3	8	10.0
Weighted total		3.9	10.7	-
Percentage of possible points		36%		-
2025 Annual criterion-referenced target percentage		36%

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	3	4	-
	Science achievement	4	4	-
	Achievement total	9	12	47.5
Growth	English language arts growth	1	4	-
	Mathematics growth	3	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	12	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	3	4	-
	Additional indicators total	7	8	10.0
Weighted total		8.3	10.7	-
Percentage of possible points		78%		-
2024 Annual criterion-referenced target percentage		78%

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	517.2	515.0	-2.2	519.1	151	3	Recovery Path: Met Target
Lowest Performing	496.7	500.4	3.7	500.3	35	3	Path Forward: Met Target
High Needs	501.3	500.4	-0.9	503.2	28	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	11	-	-
Students with Disabilities	-	-	-	-	22	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	517.6	515.1	-2.5	519.4	135	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	517.7	513.8	-3.9	518.8	151	3	Path Forward: Met Target
Lowest Performing	501.2	498.1	-3.1	504.5	35	3	Path Forward: Met Target
High Needs	504.5	494.4	-10.1	507.2	28	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	11	-	-
Students with Disabilities	-	-	-	-	22	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	518.0	514.2	-3.8	519.1	135	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	515.9	508.2	-7.7	516.9	150	3	Path Forward: Met Target
Lowest Performing	501.3	491.2	-10.1	503.9	35	0	Path Forward: Declined
High Needs	504.2	491.3	-12.9	506.5	27	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	10	-	-
Students with Disabilities	-	-	-	-	21	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	515.9	508.6	-7.3	517.2	134	3	Path Forward: Met Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	57.8	143	3	Typical Growth - High
Lowest Performing	62.3	35	4	Exceeded Typical Growth
High Needs	64.6	25	4	Exceeded Typical Growth
English Learners and Former English Learners	-	1	-	-
Low Income	-	10	-	-
Students with Disabilities	-	20	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.5	128	3	Typical Growth - High

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	46.5	143	2	Typical Growth - Low
Lowest Performing	64.5	35	4	Exceeded Typical Growth
High Needs	49.8	25	2	Typical Growth - Low
English Learners and Former English Learners	-	2	-	-
Low Income	-	11	-	-
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.9	128	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.3	99.3	0.0	95.0	148	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.7	97.4	-0.3	95.0	39	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	21	-	-
Students with Disabilities	-	-	-	-	25	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.3	99.2	-0.1	95.0	133	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.4	100.0	0.6	95.0	150	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.4	100.0	2.6	95.0	43	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	27	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	100.0	100.0	0.0	95.0	144	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.0	0.2	0.2	1.0	596	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.0	0.9	0.9	1.0	113	3	Met Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	44	-	-
Students with Disabilities	-	-	-	-	80	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.0	0.2	0.2	1.0	546	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	7.7	9.1	1.4	6.6	604	3	Met Target
Lowest Performing	11.4	5.7	-5.7	7.4	35	4	Exceeded Target
High Needs	20.9	22.0	1.1	17.8	109	0	Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	50	-	-
Students with Disabilities	-	-	-	-	74	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	16	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.9	8.5	0.6	6.5	552	4	Exceeded Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	98.0	97.3	-0.7	95.0	298	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	92.3	89.4	-2.9	95.0	66	3	Met Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	29	-	-
Students with Disabilities	-	-	-	-	47	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	97.8	97.5	-0.3	95.0	275	4	Exceeded 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	151	151	100	Yes	1	151	151	100	Yes	1	152	152	100	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	28	28	28	28	28	28	84	84	100	Yes	1
English Learners and Former English Learners	2	2	2	2	2	2	6	-	-	-	-
Low Income	11	11	11	11	11	11	33	-	-	-	-
Students with Disabilities	22	22	22	22	22	22	66	66	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	5	5	5	5	5	5	15	-	-	-	-
Black or African American	-	-	-	-	-	-	-	-	-	-	-
Hispanic or Latino	2	2	2	2	2	2	6	-	-	-	-
Multi-Race, Not Hispanic or Latino	9	9	9	9	10	10	28	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	135	135	135	135	135	135	405	405	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