Massachusetts School and District Profiles

Swampscott High

Districts
Schools

2025

2025 Official Accountability Report - Swampscott High

Organization Information

DISTRICT NAME
Swampscott (02910000)

TITLE I STATUS
Non-Title I School

SCHOOL
Swampscott High (02910505)

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
45% - Moderate progress toward targets	59

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	82%	20%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	45%
	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	-	1	4	-
	Growth total	4	8	22.5	3	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	10	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	4	8	10.0	2	4	10.0
Weighted total		3.3	10.7	-	0.9	10.3	-
Percentage of possible points		31%		-	9%		-
2025 Annual criterion-referenced target percentage		20%

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	4	4	-	4	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	4	4	-	4	4	-
	Achievement total	12	12	47.5	10	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	5	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	4	4	-	2	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	7	8	10.0	2	4	10.0
Weighted total		9.2	10.7	-	8.1	10.3	-
Percentage of possible points		86%		-	79%		-
2024 Annual criterion-referenced target percentage		82%

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	75%	22%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	43%
	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	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	-
	Advanced coursework completion	3	4	-
	Additional indicators total	3	8	10.0
Weighted total		2.4	10.7	-
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 (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-
	Mathematics achievement	3	4	-
	Science achievement	4	4	-
	Achievement total	11	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	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	4	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	8	8	10.0
Weighted total		8.0	10.7	-
Percentage of possible points		75%		-
2024 Annual criterion-referenced target percentage		75%

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	515.5	499.6	-15.9	517.0	166	0	Path Forward: Declined
Lowest Performing	487.1	478.6	-8.5	492.2	36	0	Path Forward: Declined
High Needs	497.0	490.0	-7.0	499.6	73	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	496.1	495.6	-0.5	498.6	48	1	Path Forward: No Change
Students with Disabilities	486.2	481.0	-5.2	488.3	36	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	500.7	494.4	-6.3	503.4	28	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	518.7	502.5	-16.2	520.8	112	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	510.2	499.4	-10.8	512.1	167	0	Path Forward: Declined
Lowest Performing	482.9	475.3	-7.6	488.0	36	0	Path Forward: Declined
High Needs	494.0	489.0	-5.0	497.8	75	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	494.0	493.8	-0.2	497.6	49	1	Path Forward: No Change
Students with Disabilities	483.0	477.9	-5.1	485.7	37	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	498.4	490.4	-8.0	501.9	28	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.1	504.1	-9.0	514.5	112	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	515.0	506.8	-8.2	516.6	155	0	Path Forward: Declined
Lowest Performing	488.6	484.1	-4.5	491.8	36	0	Path Forward: Declined
High Needs	501.8	498.1	-3.7	505.6	66	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	504.3	503.7	-0.6	507.6	41	3	Path Forward: Met Target
Students with Disabilities	491.2	486.5	-4.7	494.1	33	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	507.3	497.2	-10.1	510.0	25	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	517.2	510.9	-6.3	518.9	109	3	Path Forward: Met Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	41.2	150	2	Typical Growth - Low
Lowest Performing	44.4	36	2	Typical Growth - Low
High Needs	40.0	64	2	Typical Growth - Low
English Learners and Former English Learners	-	3	-	-
Low Income	39.9	41	1	Low Growth
Students with Disabilities	41.7	35	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	10	-	-
Hispanic or Latino	36.4	25	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	40.8	102	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	47.6	156	2	Typical Growth - Low
Lowest Performing	39.1	36	1	Low Growth
High Needs	41.3	70	2	Typical Growth - Low
English Learners and Former English Learners	-	8	-	-
Low Income	43.0	45	2	Typical Growth - Low
Students with Disabilities	35.6	36	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	10	-	-
Hispanic or Latino	41.5	27	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.5	105	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	93.7	94.4	0.7	95.0	160	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	87.7	90.1	2.4	91.2	71	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	93.8	87.0	-6.8	95.0	54	0	Declined
Students with Disabilities	81.8	90.3	8.5	86.7	31	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	27	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	97.5	94.8	-2.7	95.0	116	3	Met Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.9	95.6	-3.3	95.0	158	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.4	91.8	-5.6	95.0	73	0	Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	96.8	93.8	-3.0	95.0	48	0	Declined
Students with Disabilities	100.0	90.9	-9.1	95.0	33	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.3	100.0	0.7	95.0	122	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.8	0.6	-0.2	1.0	662	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	2.3	1.3	-1.0	2.1	235	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	2.9	2.0	-0.9	2.6	151	4	Exceeded Target
Students with Disabilities	1.7	0.0	-1.7	1.5	124	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	24	-	-
Black or African American	-	-	-	-	34	-	-
Hispanic or Latino	3.6	2.1	-1.5	3.2	97	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	0.4	0.2	-0.2	1.0	487	4	Exceeded 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	19.7	20.8	1.1	18.4	708	0	Declined
Lowest Performing	23.5	19.4	-4.1	18.7	36	2	Improved Below Target
High Needs	28.6	32.5	3.9	26.3	286	0	Declined
English Learners and Former English Learners	-	-	-	-	50	-	-
Low Income	33.5	35.4	1.9	28.9	189	0	Declined
Students with Disabilities	30.0	32.6	2.6	26.4	135	0	Declined
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	23	-	-
Black or African American	-	-	-	-	33	-	-
Hispanic or Latino	25.5	33.6	8.1	21.7	110	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	17.9	16.7	-1.2	16.5	514	3	Met Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	72.3	77.1	4.8	75.6	332	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	50.4	55.9	5.5	55.7	127	3	Met Target
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	49.4	56.8	7.4	56.1	88	3	Met Target
Students with Disabilities	41.0	45.0	4.0	49.3	60	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	61.4	69.6	8.2	71.7	46	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	75.2	79.2	4.0	78.7	250	3	Met 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	170	169	99	Yes	1	171	170	99	Yes	1	171	170	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	77	76	78	78	78	78	233	232	100	Yes	1
English Learners and Former English Learners	13	12	13	13	13	13	39	-	-	-	-
Low Income	51	50	51	51	51	51	153	152	99	Yes	1
Students with Disabilities	36	36	37	37	37	37	110	110	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	8	8	8	8	8	8	24	-	-	-	-
Black or African American	11	11	11	11	11	11	33	-	-	-	-
Hispanic or Latino	30	29	30	29	30	30	90	88	98	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	9	9	9	8	26	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	113	113	113	113	113	113	339	339	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