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Athol High
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2025 Official Accountability Report - Athol High
Organization Information
DISTRICT NAME
Athol-Royalston (06150000)		TITLE I STATUS
Title I School
SCHOOL
Athol High (06150505)		GRADES SERVED
09,10,11,12
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: Students with Disabilities -Low Income -High Needs -All Students
Progress toward improvement targetsAccountability percentile
27% - Moderate progress toward targets12

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage44%15%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		27%
Moderate 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----
Mathematics achievement04----
Science achievement04----
Achievement total01247.5---
GrowthEnglish language arts growth24----
Mathematics growth24----
Growth total4822.5---
High school completionFour-year cohort graduation rate04----
Extended engagement rate24----
Annual dropout rate04----
High school completion total21220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism04----
Advanced coursework completion34----
Additional indicators total3810.0---
Weighted total1.610.7----
Percentage of possible points 15%---
2025 Annual criterion-referenced target percentage15%

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 achievement04-44-
Mathematics achievement04-04-
Science achievement04-34-
Achievement total01247.571267.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-24-
Growth total3822.54822.5
High school completionFour-year cohort graduation rate14----
Extended engagement rate44----
Annual dropout rate44----
High school completion total91220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion34----
Additional indicators total7810.04410.0
Weighted total3.210.7-6.010.3-
Percentage of possible points 30%-58%-
2024 Annual criterion-referenced target percentage44%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
16

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage44%15%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		27%
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 growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate04-
Extended engagement rate24-
Annual dropout rate04-
High school completion total21220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion34-
Additional indicators total3810.0
Weighted total1.610.7-
Percentage of possible points 15%-
2025 Annual criterion-referenced target percentage15%

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 achievement14-
Science achievement04-
Achievement total31247.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
High school completionFour-year cohort graduation rate24-
Extended engagement rate44-
Annual dropout rate44-
High school completion total101220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion24-
Additional indicators total6810.0
Weighted total4.710.7-
Percentage of possible points 44%-
2024 Annual criterion-referenced target percentage44%

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 491.2 486.5 -4.7 493.2 790Recovery Path: Declined
Lowest Performing---- 18--
High Needs 488.5 482.8 -5.7 492.8 570Path Forward: Declined
English Learners and Former English Learners---- 4--
Low Income 488.8 481.7 -7.1 493.7 510Path Forward: Declined
Students with Disabilities---- 19--
American Indian or Alaska Native-------
Asian---- 4--
Black or African American-------
Hispanic or Latino---- 11--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 489.6 486.9 -2.7 494.7 600Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 487.6 486.4 -1.2 491.7 730Path Forward: Declined
Lowest Performing---- 18--
High Needs 485.0 483.5 -1.5 489.2 510Path Forward: Declined
English Learners and Former English Learners---- 4--
Low Income 485.7 483.0 -2.7 489.5 450Path Forward: Declined
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian---- 4--
Black or African American-------
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 486.4 487.9 1.5 490.4 552Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 484.3 482.6 -1.7 489.4 670Recovery Path: Declined
Lowest Performing---- 18--
High Needs 481.9 478.5 -3.4 489.3 480Recovery Path: Declined
English Learners and Former English Learners---- 2--
Low Income 482.0 477.3 -4.7 489.6 420Recovery Path: Declined
Students with Disabilities---- 18--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American-------
Hispanic or Latino---- 9--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 483.5 485.0 1.5 488.8 532Recovery Path: Improved Below Target

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students 46.8 682Typical Growth - Low
Lowest Performing- 18--
High Needs 45.3 482Typical Growth - Low
English Learners and Former English Learners- 0--
Low Income 44.3 442Typical Growth - Low
Students with Disabilities- 15--
American Indian or Alaska Native----
Asian- 2--
Black or African American----
Hispanic or Latino- 9--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 47.1 542Typical Growth - Low

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students 45.3 642Typical Growth - Low
Lowest Performing- 18--
High Needs 45.4 442Typical Growth - Low
English Learners and Former English Learners- 1--
Low Income 45.6 402Typical Growth - Low
Students with Disabilities- 11--
American Indian or Alaska Native----
Asian- 3--
Black or African American----
Hispanic or Latino- 8--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 47.4 502Typical Growth - Low

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 85.4 83.8 -1.6 89.9 1050Declined
Lowest Performing-------
High Needs 82.9 81.4 -1.5 88.0 860Declined
English Learners and Former English Learners---- 5--
Low Income 83.3 80.2 -3.1 88.6 810Declined
Students with Disabilities---- 29--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 6--
Hispanic or Latino---- 25--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 90.5 83.1 -7.4 94.4 710Declined

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students 91.0 91.5 0.5 93.7 822Improved Below Target
Lowest Performing-------
High Needs 87.3 90.0 2.7 90.9 702Improved Below Target
English Learners and Former English Learners---- 4--
Low Income 88.2 90.9 2.7 92.5 662Improved Below Target
Students with Disabilities---- 25--
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 3--
Hispanic or Latino---- 11--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 91.0 93.7 2.7 93.8 633Met Target

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 2.0 2.9 0.9 1.8 4100Declined
Lowest Performing-------
High Needs 2.5 3.2 0.7 2.2 2820Declined
English Learners and Former English Learners---- 13--
Low Income 2.0 3.6 1.6 1.8 2530Declined
Students with Disabilities---- 102--
American Indian or Alaska Native---- 1--
Asian---- 8--
Black or African American---- 17--
Hispanic or Latino---- 79--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 2.4 2.7 0.3 2.2 2970Declined

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 21.9 23.3 1.4 18.9 4250Declined
Lowest Performing---- 18--
High Needs 28.0 28.6 0.6 24.4 2940Declined
English Learners and Former English Learners---- 23--
Low Income 28.6 29.3 0.7 24.6 2730Declined
Students with Disabilities---- 94--
American Indian or Alaska Native-------
Asian---- 8--
Black or African American---- 13--
Hispanic or Latino---- 84--
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 20.1 22.8 2.7 16.5 3030Declined

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 68.6 73.6 5.0 73.4 2083Met Target
Lowest Performing-------
High Needs 60.1 64.9 4.8 65.2 1343Met Target
English Learners and Former English Learners---- 10--
Low Income 62.6 63.7 1.1 67.9 1242Improved Below Target
Students with Disabilities---- 40--
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 10--
Hispanic or Latino---- 45--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 69.3 72.7 3.4 74.1 1432Improved 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 87 8497Yes 1 87 7993No 2 87 8598Yes 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 64 61 64 56 64 62 192 17994No2
English Learners and Former English Learners 4 4 4 4 4 4 12----
Low Income 57 54 57 49 57 55 171 15894No2
Students with Disabilities 24 22 23 18 23 22 70 6289No1
American Indian or Alaska Native-----------
Asian 4 4 4 4 4 4 12----
Black or African American 1 1 1 1 1 1 3----
Hispanic or Latino 15 13 16 13 16 15 47----
Multi-Race, Not Hispanic or Latino 4 4 4 4 4 4 12----
Native Hawaiian or Other Pacific Islander-----------
White 63 62 62 57 62 61 187 18096Yes1


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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