Massachusetts School and District Profiles

Algonquin Regional High

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Schools

2025

2025 Official Accountability Report - Algonquin Regional High

Organization Information

DISTRICT NAME
Northboro-Southboro (07300000)

TITLE I STATUS
Title I School

SCHOOL
Algonquin Regional High (07300505)

GRADES SERVED
09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
64% - Substantial progress toward targets	91

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	83%	51%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	64%
	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	4	4	-	0	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	4	4	-	0	4	-
	Achievement total	11	12	47.5	0	12	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	22.5	7	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	0	4	-	0	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	0	8	10.0	0	4	10.0
Weighted total		9.2	10.7	-	1.6	10.3	-
Percentage of possible points		86%		-	16%		-
2025 Annual criterion-referenced target percentage		51%

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	4	4	-	3	4	-
	Science achievement	4	4	-	3	4	-
	Achievement total	12	12	47.5	9	12	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	2	4	-	2	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	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	-	0	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	7	8	10.0	0	4	10.0
Weighted total		10.0	10.7	-	7.4	10.3	-
Percentage of possible points		94%		-	72%		-
2024 Annual criterion-referenced target percentage		83%

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	65%	30%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	44%
	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	4	4	-
	Mathematics growth	3	4	-
	Growth total	7	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	8	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	0	8	10.0
Weighted total		3.2	10.7	-
Percentage of possible points		30%		-
2025 Annual criterion-referenced target percentage		30%

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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	3	4	-
	Achievement total	9	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	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	2	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	6	8	10.0
Weighted total		7.0	10.7	-
Percentage of possible points		65%		-
2024 Annual criterion-referenced target percentage		65%

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	523.6	516.1	-7.5	524.6	287	4	Path Forward: Exceeded Target
Lowest Performing	503.7	491.4	-12.3	507.3	64	0	Path Forward: Declined
High Needs	508.1	498.6	-9.5	510.0	74	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	511.3	502.2	-9.1	514.9	41	0	Path Forward: Declined
Students with Disabilities	501.7	491.3	-10.4	503.6	44	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	531.7	523.8	-7.9	534.1	54	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	519.1	503.3	-15.8	521.8	30	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	522.9	516.2	-6.7	524.2	187	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	518.0	515.3	-2.7	519.1	285	3	Path Forward: Met Target
Lowest Performing	496.8	488.8	-8.0	500.1	64	0	Path Forward: Declined
High Needs	505.2	495.5	-9.7	507.9	72	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	504.0	496.6	-7.4	508.5	40	0	Path Forward: Declined
Students with Disabilities	500.3	487.7	-12.6	502.8	42	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	534.0	533.5	-0.5	537.4	53	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	511.0	494.1	-16.9	515.2	30	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	515.6	513.7	-1.9	516.7	186	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	520.8	519.4	-1.4	521.8	279	4	Path Forward: Exceeded Target
Lowest Performing	499.9	492.0	-7.9	502.5	64	0	Path Forward: Declined
High Needs	507.6	500.4	-7.2	509.9	74	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	507.9	502.6	-5.3	509.9	39	3	Path Forward: Met Target
Students with Disabilities	503.8	493.0	-10.8	506.3	46	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	532.5	533.4	0.9	534.6	53	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	516.8	498.4	-18.4	520.0	28	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	518.6	518.9	0.3	519.9	185	4	Path Forward: Exceeded Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	62.5	258	4	Exceeded Typical Growth
Lowest Performing	61.4	64	4	Exceeded Typical Growth
High Needs	61.0	68	4	Exceeded Typical Growth
English Learners and Former English Learners	-	11	-	-
Low Income	62.9	37	4	Exceeded Typical Growth
Students with Disabilities	58.3	40	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	57.8	51	3	Typical Growth - High
Black or African American	-	2	-	-
Hispanic or Latino	68.9	28	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	63.2	168	4	Exceeded Typical Growth

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	52.2	255	3	Typical Growth - High
Lowest Performing	53.6	64	3	Typical Growth - High
High Needs	53.2	66	3	Typical Growth - High
English Learners and Former English Learners	-	11	-	-
Low Income	50.3	36	3	Typical Growth - High
Students with Disabilities	55.6	38	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	51.0	50	3	Typical Growth - High
Black or African American	-	2	-	-
Hispanic or Latino	54.8	28	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.9	166	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	97.5	96.6	-0.9	95.0	321	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	93.7	91.8	-1.9	95.0	122	0	Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	90.8	91.2	0.4	94.9	80	2	Improved Below Target
Students with Disabilities	90.6	90.1	-0.5	94.6	71	1	No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	95.3	98.0	2.7	95.0	50	4	Exceeded Target
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	92.6	87.9	-4.7	95.0	33	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.2	97.7	-0.5	95.0	213	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.8	99.4	0.6	95.0	320	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	98.9	99.1	0.2	95.0	111	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	98.1	98.5	0.4	95.0	65	4	Exceeded Target
Students with Disabilities	100.0	98.4	-1.6	95.0	64	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	100.0	100.0	0.0	95.0	43	4	Exceeded Target
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	100.0	96.3	-3.7	95.0	27	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	98.8	99.6	0.8	95.0	228	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.4	0.3	-0.1	1.0	1,179	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	1.3	0.9	-0.4	1.2	316	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	26	-	-
Low Income	2.2	0.7	-1.5	2.0	143	4	Exceeded Target
Students with Disabilities	0.6	1.1	0.5	1.0	187	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	0.0	0.0	0.0	1.0	186	4	Exceeded Target
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	2.8	0.9	-1.9	2.5	117	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	52	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	0.2	0.4	0.2	1.0	797	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	15.5	17.3	1.8	14.4	1,198	0	Declined
Lowest Performing	18.6	25.0	6.4	14.6	64	0	Declined
High Needs	28.0	31.4	3.4	24.9	303	0	Declined
English Learners and Former English Learners	-	-	-	-	46	-	-
Low Income	31.6	27.7	-3.9	27.4	159	3	Met Target
Students with Disabilities	34.1	41.7	7.6	30.2	175	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	6.3	10.9	4.6	4.4	193	3	Met Target
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	25.0	31.4	6.4	21.0	118	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	50	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	12	-	-
White	15.8	16.9	1.1	14.4	803	0	Declined

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	81.4	80.1	-1.3	83.5	579	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	56.0	52.2	-3.8	62.0	138	0	Declined
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	62.4	59.2	-3.2	68.2	71	0	Declined
Students with Disabilities	45.5	38.5	-7.0	53.2	78	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	96.7	93.3	-3.4	95.0	89	3	Met Target
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	67.8	70.2	2.4	74.2	57	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	81.6	79.3	-2.3	84.1	396	0	Declined

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	294	291	99	Yes	1	293	289	99	Yes	1	294	294	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	79	77	79	75	79	79	237	231	97	Yes	1
English Learners and Former English Learners	13	13	13	13	13	13	39	-	-	-	-
Low Income	43	43	43	42	43	43	129	128	99	Yes	1
Students with Disabilities	48	46	48	44	48	48	144	138	96	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	54	54	54	53	54	54	162	161	99	Yes	1
Black or African American	2	2	2	2	2	2	6	-	-	-	-
Hispanic or Latino	31	31	31	31	31	31	93	93	100	Yes	1
Multi-Race, Not Hispanic or Latino	14	14	14	14	14	14	42	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	193	190	192	189	193	193	578	572	99	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