Massachusetts School and District Profiles

Mt Everett Regional

Districts
Schools

2025

2025 Official Accountability Report - Mt Everett Regional

Organization Information

DISTRICT NAME
Southern Berkshire (07650000)

TITLE I STATUS
Non-Title I School

SCHOOL
Mt Everett Regional (07650505)

GRADES SERVED
06,07,08,09,10,11,12

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
51% - Substantial progress toward targets	77

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	68%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	51%
	Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	2	4	-	0	4	-	-	-	-
	Mathematics achievement	2	4	-	0	4	-	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	1	4	-	-	-	-
	Achievement total	6	12	67.5	2	8	67.5	1	12	47.5	-	-	-
Growth	English language arts growth	3	4	-	2	4	-	4	4	-	-	-	-
	Mathematics growth	3	4	-	2	4	-	4	4	-	-	-	-
	Growth total	6	8	22.5	4	8	22.5	8	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	0	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	2	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	4	4	-	0	4	-	3	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	0	4	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0	3	8	10.0	-	-	-
Weighted total		5.8	10.3	-	2.3	7.6	-	3.8	10.7	-	-	-	-
Percentage of possible points		56%		-	30%		-	36%		-	-		-
Percentage of possible points by gradespan		43% Weight of non-high school results:43%						36% Weight of high school results:57%
2025 Annual criterion-referenced target percentage		39%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	2	4	-	4	4	-	-	-	-
	Mathematics achievement	4	4	-	2	4	-	4	4	-	-	-	-
	Science achievement	4	4	-	-	-	-	3	4	-	-	-	-
	Achievement total	10	12	67.5	4	8	67.5	11	12	47.5	-	-	-
Growth	English language arts growth	3	4	-	3	4	-	3	4	-	-	-	-
	Mathematics growth	3	4	-	3	4	-	4	4	-	-	-	-
	Growth total	6	8	22.5	6	8	22.5	7	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	0	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	1	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	0	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	1	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-	3	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	2	4	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0	5	8	10.0	-	-	-
Weighted total		8.1	10.3	-	4.1	7.6	-	7.5	10.7	-	-	-	-
Percentage of possible points		79%		-	54%		-	70%		-	-		-
Percentage of possible points by gradespan		66% Weight of non-high school results:44%						70% Weight of high school results:56%
2024 Annual criterion-referenced target percentage		68%

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	62%	17%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	35%
	Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	67.5	-	-	-
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	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	-	-	-
Weighted total		1.7	10.3	-	-	-	-
Percentage of possible points		17%		-	-		-
Percentage of possible points by gradespan		17% Weight of non-high school results:100%			- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		17%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	-	-	-
	Mathematics achievement	3	4	-	-	-	-
	Science achievement	-	-	-	-	-	-
	Achievement total	5	8	67.5	-	-	-
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	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-
Weighted total		4.7	7.6	-	-	-	-
Percentage of possible points		62%		-	-		-
Percentage of possible points by gradespan		62% Weight of non-high school results:100%			- Weight of high school results:0%
2024 Annual criterion-referenced target percentage		62%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	489.8	496.0	6.2	492.5	113	4	Recovery Path: Exceeded Target
Lowest Performing	466.6	470.8	4.2	472.2	20	2	Recovery Path: Improved Below Target
High Needs	483.1	482.7	-0.4	485.9	53	1	Path Forward: No Change
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	485.1	484.3	-0.8	487.4	45	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.4	496.1	7.7	491.5	92	4	Recovery Path: Exceeded Target

English language arts achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	509.2	508.0	-1.2	512.7	37	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	19	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	-	-	-	-	4	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.5	510.8	0.3	514.8	27	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	492.8	493.7	0.9	494.9	112	2	Path Forward: Improved Below Target
Lowest Performing	470.1	467.5	-2.6	474.4	20	0	Recovery Path: Declined
High Needs	485.9	481.2	-4.7	488.5	54	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	486.2	482.0	-4.2	488.6	46	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.4	494.5	1.1	495.5	90	2	Path Forward: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	503.5	495.6	-7.9	505.4	37	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	19	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	3	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.7	497.0	-9.7	509.3	27	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	496.1	494.3	-1.8	498.8	46	0	Path Forward: Declined
Lowest Performing	-	-	-	-	10	-	-
High Needs	490.2	485.6	-4.6	493.6	25	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	24	-	-
Students with Disabilities	-	-	-	-	5	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.2	495.3	0.1	498.2	38	2	Path 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	505.9	505.6	-0.3	509.5	35	1	Recovery Path: No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	19	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	-	-	-	-	4	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.6	508.2	0.6	512.0	25	3	Recovery Path: Met Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	55.3	107	3	Typical Growth - High
Lowest Performing	47.1	20	2	Typical Growth - Low
High Needs	49.7	49	2	Typical Growth - Low
English Learners and Former English Learners	-	2	-	-
Low Income	49.5	43	2	Typical Growth - Low
Students with Disabilities	-	18	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.8	86	3	Typical Growth - High

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	70.5	31	4	Exceeded Typical Growth
Lowest Performing	-	-	-	-
High Needs	-	16	-	-
English Learners and Former English Learners	-	1	-	-
Low Income	-	13	-	-
Students with Disabilities	-	4	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	72.4	22	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	51.7	107	3	Typical Growth - High
Lowest Performing	45.0	20	2	Typical Growth - Low
High Needs	45.1	51	2	Typical Growth - Low
English Learners and Former English Learners	-	2	-	-
Low Income	45.4	44	2	Typical Growth - Low
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	-	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.4	85	3	Typical Growth - High

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	66.5	32	4	Exceeded Typical Growth
Lowest Performing	-	-	-	-
High Needs	-	17	-	-
English Learners and Former English Learners	-	1	-	-
Low Income	-	15	-	-
Students with Disabilities	-	3	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	1	-	-
Hispanic or Latino	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	66.2	22	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	92.0	87.9	-4.1	94.0	33	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	20	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	91.9	85.7	-6.2	93.7	28	0	Declined

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	93.8	94.0	0.2	95.0	50	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	33	-	-
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	30	-	-
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	93.0	94.6	1.6	94.4	37	3	Met Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.8	0.6	-1.2	1.6	157	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	80	-	-
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	-	-	-	-	69	-	-
Students with Disabilities	-	-	-	-	25	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	2.3	0.0	-2.3	2.1	124	4	Exceeded Target

Progress toward attaining English language proficiency - Non-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	-	-	-	-	-	-	-

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 - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	29.5	25.4	-4.1	28.2	122	4	Exceeded Target
Lowest Performing	30.0	35.0	5.0	26.5	20	0	Declined
High Needs	31.3	31.7	0.4	28.7	60	1	No Change
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	32.2	34.0	1.8	28.5	50	0	Declined
Students with Disabilities	-	-	-	-	23	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	29.1	25.5	-3.6	27.7	98	4	Exceeded Target

Chronic absenteeism - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	35.0	34.0	-1.0	33.7	162	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	81	-	-
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	70	-	-
Students with Disabilities	-	-	-	-	26	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	32.3	31.8	-0.5	30.9	129	2	Improved Below Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	79.5	74.4	-5.1	82.8	78	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	40	-	-
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	34	-	-
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	86.2	76.2	-10.0	89.7	63	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	157	152	97	Yes	1	156	150	96	Yes	1	86	84	98	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	78	74	77	74	46	45	201	193	96	Yes	1
English Learners and Former English Learners	3	3	3	3	2	2	8	-	-	-	-
Low Income	66	63	65	64	42	41	173	168	97	Yes	1
Students with Disabilities	25	24	25	23	9	9	59	56	95	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	1	1	1	1	1	1	3	-	-	-	-
Black or African American	1	1	1	1	1	1	3	-	-	-	-
Hispanic or Latino	20	18	19	18	11	10	50	46	96	Yes	2
Multi-Race, Not Hispanic or Latino	11	11	11	11	6	6	28	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	123	120	123	118	67	66	313	304	97	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