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Salem High
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2025 Official Accountability Report - Salem High
Organization Information
DISTRICT NAME
Salem (02580000)		TITLE I STATUS
Non-Title I School
SCHOOL
Salem High (02580505)		GRADES SERVED
09,10,11,12
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: English Learners and Former English Learners
Progress toward improvement targetsAccountability percentile
54% - Substantial progress toward targets43

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage78%37%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		54%
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 achievement04-24-
Mathematics achievement04-04-
Science achievement04-04-
Achievement total01240.021267.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-44-
Growth total8820.08822.5
High school completionFour-year cohort graduation rate14----
Extended engagement rate24----
Annual dropout rate44----
High school completion total71220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total3410.0---
Additional indicatorsChronic absenteeism24-44-
Advanced coursework completion44----
Additional indicators total6810.04410.0
Weighted total3.910.0-3.610.3-
Percentage of possible points 39%-35%-
2025 Annual criterion-referenced target percentage37%

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 achievement44-34-
Mathematics achievement44-44-
Science achievement44-24-
Achievement total121240.091267.5
GrowthEnglish language arts growth34-24-
Mathematics growth44-44-
Growth total7820.06822.5
High school completionFour-year cohort graduation rate24----
Extended engagement rate24----
Annual dropout rate04----
High school completion total41220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total3410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion44----
Additional indicators total8810.04410.0
Weighted total8.110.0-7.810.3-
Percentage of possible points 81%-76%-
2024 Annual criterion-referenced target percentage78%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
55

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage72%34%
Weight40%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 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 growth44-
Mathematics growth44-
Growth total8822.5
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 absenteeism24-
Advanced coursework completion44-
Additional indicators total6810.0
Weighted total3.610.7-
Percentage of possible points 34%-
2025 Annual criterion-referenced target percentage34%

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 achievement24-
Mathematics achievement44-
Science achievement44-
Achievement total101247.5
GrowthEnglish language arts growth34-
Mathematics growth44-
Growth total7822.5
High school completionFour-year cohort graduation rate14-
Extended engagement rate24-
Annual dropout rate04-
High school completion total31220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion44-
Additional indicators total8810.0
Weighted total7.710.7-
Percentage of possible points 72%-
2024 Annual criterion-referenced target percentage72%

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 502.4 498.5 -3.9 505.9 1880Path Forward: Declined
Lowest Performing 475.6 479.7 4.1 480.7 332Path Forward: Improved Below Target
High Needs 491.6 488.6 -3.0 495.9 1130Path Forward: Declined
English Learners and Former English Learners---- 17--
Low Income 492.1 488.1 -4.0 497.0 960Path Forward: Declined
Students with Disabilities 484.9 481.5 -3.4 488.1 450Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 6--
Black or African American---- 14--
Hispanic or Latino 488.8 486.7 -2.1 490.0 840Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 515.0 510.7 -4.3 520.1 743Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 500.4 497.1 -3.3 504.5 1870Path Forward: Declined
Lowest Performing 483.1 482.2 -0.9 488.2 330Path Forward: Declined
High Needs 491.7 486.9 -4.8 495.9 1120Path Forward: Declined
English Learners and Former English Learners---- 17--
Low Income 491.9 486.8 -5.1 495.7 950Path Forward: Declined
Students with Disabilities 486.6 481.3 -5.3 490.7 440Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 6--
Black or African American---- 14--
Hispanic or Latino 488.9 488.3 -0.6 490.8 830Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 10--
Native Hawaiian or Other Pacific Islander-------
White 510.7 506.5 -4.2 514.7 740Path Forward: Declined

Science achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 500.0 496.7 -3.3 503.1 1620Path Forward: Declined
Lowest Performing 474.6 473.7 -0.9 478.5 330Path Forward: Declined
High Needs 489.6 486.4 -3.2 492.9 920Path Forward: Declined
English Learners and Former English Learners---- 9--
Low Income 490.7 485.8 -4.9 493.9 780Path Forward: Declined
Students with Disabilities 479.2 480.0 0.8 482.2 392Path Forward: Improved Below Target
American Indian or Alaska Native-------
Asian---- 6--
Black or African American---- 12--
Hispanic or Latino 488.9 487.2 -1.7 492.4 700Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 510.0 504.3 -5.7 513.8 650Path Forward: Declined

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students 65.5 1494Exceeded Typical Growth
Lowest Performing 70.7 334Exceeded Typical Growth
High Needs 67.4 794Exceeded Typical Growth
English Learners and Former English Learners- 5--
Low Income 65.8 644Exceeded Typical Growth
Students with Disabilities 68.1 364Exceeded Typical Growth
American Indian or Alaska Native----
Asian- 5--
Black or African American- 10--
Hispanic or Latino 64.1 584Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino- 9--
Native Hawaiian or Other Pacific Islander----
White 68.7 674Exceeded Typical Growth

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students 67.1 1484Exceeded Typical Growth
Lowest Performing 71.6 334Exceeded Typical Growth
High Needs 67.6 784Exceeded Typical Growth
English Learners and Former English Learners- 5--
Low Income 67.6 644Exceeded Typical Growth
Students with Disabilities 64.8 354Exceeded Typical Growth
American Indian or Alaska Native----
Asian- 5--
Black or African American- 10--
Hispanic or Latino 68.4 584Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino- 9--
Native Hawaiian or Other Pacific Islander----
White 64.8 664Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 88.1 87.7 -0.4 92.6 2191No Change
Lowest Performing-------
High Needs 85.1 85.7 0.6 90.2 1892Improved Below Target
English Learners and Former English Learners---- 37--
Low Income 84.5 85.4 0.9 89.8 1852Improved Below Target
Students with Disabilities 77.5 74.5 -3.0 86.6 550Declined
American Indian or Alaska Native-------
Asian---- 8--
Black or African American---- 18--
Hispanic or Latino 83.5 81.4 -2.1 89.9 1180Declined
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander---- 2--
White 92.5 95.4 2.9 95.0 653Met Target

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students 90.5 92.2 1.7 93.2 2182Improved Below Target
Lowest Performing-------
High Needs 91.4 90.5 -0.9 95.0 1680Declined
English Learners and Former English Learners---- 41--
Low Income 91.4 90.3 -1.1 95.0 1550Declined
Students with Disabilities 91.5 90.0 -1.5 95.0 400Declined
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 13--
Hispanic or Latino 93.2 87.4 -5.8 95.0 1030Declined
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 88.0 96.8 8.8 90.8 934Exceeded Target

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 1.5 1.0 -0.5 1.4 9404Exceeded Target
Lowest Performing-------
High Needs 2.0 1.2 -0.8 1.8 6824Exceeded Target
English Learners and Former English Learners---- 149--
Low Income 1.9 0.8 -1.1 1.7 6084Exceeded Target
Students with Disabilities 2.3 2.3 0.0 2.1 2211No Change
American Indian or Alaska Native---- 1--
Asian---- 29--
Black or African American---- 78--
Hispanic or Latino 2.3 0.9 -1.4 2.1 4684Exceeded Target
Multi-Race, Not Hispanic or Latino---- 37--
Native Hawaiian or Other Pacific Islander---- 2--
White 0.6 1.2 0.6 1.0 3250Declined

Progress toward attaining English language proficiency - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 18.3 21.2 2.9 19.8 1133Met Target
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 18.6 17.4 -1.2 15.6 9722Improved Below Target
Lowest Performing 11.1 0.0 -11.1 4.2 334Exceeded Target
High Needs 21.7 21.0 -0.7 18.1 7052Improved Below Target
English Learners and Former English Learners---- 194--
Low Income 22.2 21.3 -0.9 18.2 6282Improved Below Target
Students with Disabilities 27.3 21.1 -6.2 23.5 2234Exceeded Target
American Indian or Alaska Native---- 3--
Asian---- 24--
Black or African American---- 82--
Hispanic or Latino 19.4 21.3 1.9 15.5 4800Declined
Multi-Race, Not Hispanic or Latino---- 39--
Native Hawaiian or Other Pacific Islander-------
White 19.5 12.5 -7.0 15.9 3444Exceeded Target

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 66.8 75.4 8.6 71.6 4394Exceeded Target
Lowest Performing-------
High Needs 60.6 69.7 9.1 65.7 3144Exceeded Target
English Learners and Former English Learners---- 77--
Low Income 60.3 69.5 9.2 65.6 2754Exceeded Target
Students with Disabilities 51.6 56.1 4.5 57.1 983Met Target
American Indian or Alaska Native-------
Asian---- 13--
Black or African American---- 37--
Hispanic or Latino 60.4 73.9 13.5 66.9 2074Exceeded Target
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 77.1 79.4 2.3 81.9 1652Improved Below Target

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 204 20098Yes 1 202 19798Yes 1 204 20199Yes 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 126 123 124 120 126 123 376 36697Yes1
English Learners and Former English Learners 26 24 25 23 26 25 77 7294No1
Low Income 108 105 107 103 108 105 323 31397Yes1
Students with Disabilities 47 45 47 44 47 46 141 13596Yes1
American Indian or Alaska Native 1 1 1 1 1 1 3----
Asian 6 6 6 6 6 6 18----
Black or African American 18 18 17 16 18 17 53----
Hispanic or Latino 92 90 91 89 92 91 275 27098Yes1
Multi-Race, Not Hispanic or Latino 10 10 10 10 10 10 30----
Native Hawaiian or Other Pacific Islander-----------
White 77 75 77 75 77 76 231 22698Yes1


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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