Massachusetts School and District Profiles

Amherst Regional High

Districts
Schools

2025

2025 Official Accountability Report - Amherst Regional High

Organization Information

DISTRICT NAME
Amherst-Pelham (06050000)

TITLE I STATUS
Non-Title I School

SCHOOL
Amherst Regional High (06050505)

GRADES SERVED
09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: White -Students with Disabilities -Low Income -Hispanic or Latino -High Needs -All Students

Progress toward improvement targets	Accountability percentile
61% - Substantial progress toward targets	61

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	63%	59%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	61%
	Substantial 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	-	3	4	-
	Mathematics achievement	3	4	-	3	4	-
	Science achievement	0	4	-	2	4	-
	Achievement total	3	12	40.0	8	12	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	8	8	20.0	8	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-	-	-	-
	Extended engagement rate	3	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	5	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	3	8	10.0	4	4	10.0
Weighted total		4.4	10.0	-	7.6	10.3	-
Percentage of possible points		44%		-	74%		-
2025 Annual criterion-referenced target percentage		59%

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	-	3	4	-
	Mathematics achievement	2	4	-	0	4	-
	Science achievement	4	4	-	2	4	-
	Achievement total	10	12	40.0	5	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	8	20.0	5	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	3	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	7	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	6	8	10.0	4	4	10.0
Weighted total		7.8	10.0	-	4.9	10.3	-
Percentage of possible points		78%		-	48%		-
2024 Annual criterion-referenced target percentage		63%

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	52%	29%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	38%
	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	2	4	-
	Science achievement	0	4	-
	Achievement total	2	12	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	1	4	-
	Extended engagement rate	1	4	-
	Annual dropout rate	0	4	-
	High school completion total	2	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	4	8	10.0
Weighted total		3.1	10.7	-
Percentage of possible points		29%		-
2025 Annual criterion-referenced target percentage		29%

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	0	4	-
	Science achievement	2	4	-
	Achievement total	6	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	2	4	-
	Annual dropout rate	3	4	-
	High school completion total	5	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	6	8	10.0
Weighted total		5.6	10.7	-
Percentage of possible points		52%		-
2024 Annual criterion-referenced target percentage		52%

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	512.1	509.4	-2.7	514.0	163	0	Recovery Path: Declined
Lowest Performing	479.0	483.7	4.7	484.1	24	3	Path Forward: Met Target
High Needs	495.5	491.6	-3.9	497.7	57	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	497.0	490.5	-6.5	500.4	43	0	Recovery Path: Declined
Students with Disabilities	491.8	487.2	-4.6	493.2	27	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	520.0	514.6	-5.4	522.2	100	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	508.8	510.3	1.5	510.7	141	3	Path Forward: Met Target
Lowest Performing	477.3	482.3	5.0	482.4	24	3	Path Forward: Met Target
High Needs	489.8	491.7	1.9	493.6	52	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	489.3	494.0	4.7	492.9	40	4	Path Forward: Exceeded Target
Students with Disabilities	485.4	483.0	-2.4	488.1	23	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	19	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	517.0	517.1	0.1	519.6	83	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	509.1	507.4	-1.7	511.9	143	0	Recovery Path: Declined
Lowest Performing	479.7	480.2	0.5	482.9	21	2	Path Forward: Improved Below Target
High Needs	493.1	490.6	-2.5	495.7	51	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	491.9	488.6	-3.3	495.6	38	0	Recovery Path: Declined
Students with Disabilities	490.4	482.9	-7.5	493.3	27	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	517.1	513.6	-3.5	520.0	88	4	Recovery Path: Exceeded Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	60.5	137	4	Exceeded Typical Growth
Lowest Performing	63.8	24	4	Exceeded Typical Growth
High Needs	58.2	45	3	Typical Growth - High
English Learners and Former English Learners	-	7	-	-
Low Income	57.1	34	3	Typical Growth - High
Students with Disabilities	58.5	24	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	12	-	-
Black or African American	-	8	-	-
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	62.0	88	4	Exceeded Typical Growth

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	69.2	118	4	Exceeded Typical Growth
Lowest Performing	68.1	24	4	Exceeded Typical Growth
High Needs	59.8	42	3	Typical Growth - High
English Learners and Former English Learners	-	9	-	-
Low Income	63.5	31	4	Exceeded Typical Growth
Students with Disabilities	64.8	21	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	14	-	-
Black or African American	-	6	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	70.9	74	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	91.2	92.6	1.4	93.2	216	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	85.2	85.1	-0.1	88.7	101	1	No Change
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	85.1	83.7	-1.4	89.1	86	0	Declined
Students with Disabilities	79.6	84.6	5.0	84.5	52	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	-	-	-	-	41	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	92.8	96.1	3.3	94.6	128	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	95.5	94.9	-0.6	95.0	217	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	91.8	91.8	0.0	94.9	122	1	No Change
English Learners and Former English Learners	-	-	-	-	27	-	-
Low Income	90.6	92.1	1.5	94.2	101	2	Improved Below Target
Students with Disabilities	88.4	88.9	0.5	91.4	54	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	23	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	-	-	-	-	43	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	97.1	96.4	-0.7	95.0	111	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.9	1.1	0.2	1.0	837	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	2.2	2.4	0.2	2.0	338	0	Declined
English Learners and Former English Learners	-	-	-	-	53	-	-
Low Income	2.7	3.1	0.4	2.4	224	0	Declined
Students with Disabilities	2.0	3.1	1.1	1.8	196	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	71	-	-
Black or African American	-	-	-	-	57	-	-
Hispanic or Latino	-	-	-	-	151	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	68	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.2	0.4	0.2	1.0	490	3	Met Target

Progress toward attaining English language proficiency - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	11.4	13.6	2.2	12.9	44	3	Met 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	24.4	24.2	-0.2	23.1	826	2	Improved Below Target
Lowest Performing	35.5	29.2	-6.3	30.7	24	4	Exceeded Target
High Needs	39.3	38.3	-1.0	37.0	360	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	65	-	-
Low Income	42.7	42.4	-0.3	38.1	269	2	Improved Below Target
Students with Disabilities	43.3	43.1	-0.2	39.7	197	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	95	-	-
Black or African American	-	-	-	-	67	-	-
Hispanic or Latino	-	-	-	-	154	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	54	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	19.8	19.3	-0.5	18.4	455	2	Improved Below Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	62.0	61.2	-0.8	65.3	425	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	31.6	35.6	4.0	36.9	188	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	31	-	-
Low Income	33.6	37.0	3.4	40.3	135	2	Improved Below Target
Students with Disabilities	22.2	25.5	3.3	30.5	110	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	47	-	-
Black or African American	-	-	-	-	35	-	-
Hispanic or Latino	-	-	-	-	82	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	31	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	72.9	72.6	-0.3	76.4	230	1	No Change

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	197	166	92	No	2	198	145	86	No	2	198	158	89	No	2

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	83	60	83	56	83	63	249	179	85	No	2
English Learners and Former English Learners	15	12	15	14	15	13	45	-	-	-	-
Low Income	61	46	61	44	61	50	183	140	86	No	2
Students with Disabilities	48	29	48	26	48	32	144	87	79	No	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	19	17	19	19	19	18	57	-	-	-	-
Black or African American	11	10	12	9	12	10	35	-	-	-	-
Hispanic or Latino	32	24	32	21	32	26	96	71	85	No	2
Multi-Race, Not Hispanic or Latino	15	14	15	12	15	13	45	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	120	101	120	84	120	91	360	276	89	No	2

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