Massachusetts School and District Profiles

Tantasqua Regional Sr High

Districts
Schools

2025

2025 Official Accountability Report - Tantasqua Regional Sr High

Organization Information

DISTRICT NAME
Tantasqua (07700000)

TITLE I STATUS
Non-Title I School

SCHOOL
Tantasqua Regional Sr High (07700505)

GRADES SERVED
09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
49% - Moderate progress toward targets	63

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	13%	73%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	49%
	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	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	1	4	-	4	4	-
	Achievement total	5	12	47.5	12	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	22.5	4	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	0	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	4	4	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	6	8	10.0	4	4	10.0
Weighted total		5.9	10.7	-	9.4	10.3	-
Percentage of possible points		55%		-	91%		-
2025 Annual criterion-referenced target percentage		73%

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	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	1	4	-	1	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	3	8	22.5	2	8	22.5
High school completion	Four-year cohort graduation rate	3	4	-	-	-	-
	Extended engagement rate	3	4	-	-	-	-
	Annual dropout rate	0	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	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	4	8	10.0	0	4	10.0
Weighted total		2.3	10.7	-	0.5	10.3	-
Percentage of possible points		22%		-	5%		-
2024 Annual criterion-referenced target percentage		13%

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	20%	76%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	53%
	Substantial 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	2	4	-
	Mathematics achievement	4	4	-
	Science achievement	4	4	-
	Achievement total	10	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	4	4	-
	Extended engagement rate	0	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	4	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	6	8	10.0
Weighted total		8.1	10.7	-
Percentage of possible points		76%		-
2025 Annual criterion-referenced target percentage		76%

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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	1	4	-
	Achievement total	1	12	47.5
Growth	English language arts growth	1	4	-
	Mathematics growth	1	4	-
	Growth total	2	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	0	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	0	4	-
	Additional indicators total	4	8	10.0
Weighted total		2.1	10.7	-
Percentage of possible points		20%		-
2024 Annual criterion-referenced target percentage		20%

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	508.5	507.9	-0.6	510.7	146	0	Recovery Path: Declined
Lowest Performing	484.7	491.4	6.7	489.8	28	4	Path Forward: Exceeded Target
High Needs	496.9	497.3	0.4	499.5	31	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	500.5	497.3	-3.2	503.0	26	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.0	509.0	0.0	511.1	126	1	Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	509.3	512.6	3.3	511.5	143	4	Recovery Path: Exceeded Target
Lowest Performing	487.0	493.5	6.5	492.1	28	4	Path Forward: Exceeded Target
High Needs	497.8	503.3	5.5	501.6	29	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	499.5	505.7	6.2	503.1	24	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.8	513.4	3.6	511.8	124	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	505.1	505.0	-0.1	507.6	129	1	Recovery Path: No Change
Lowest Performing	482.8	488.1	5.3	486.0	28	4	Path Forward: Exceeded Target
High Needs	492.9	496.6	3.7	495.1	25	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	494.9	497.1	2.2	497.8	21	2	Recovery Path: Improved Below Target
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.2	505.8	-0.4	508.6	111	1	Recovery Path: No Change

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	53.0	142	3	Typical Growth - High
Lowest Performing	49.2	28	2	Typical Growth - Low
High Needs	43.4	28	2	Typical Growth - Low
English Learners and Former English Learners	-	3	-	-
Low Income	45.7	24	2	Typical Growth - Low
Students with Disabilities	-	7	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.2	123	3	Typical Growth - High

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	51.8	139	3	Typical Growth - High
Lowest Performing	48.6	28	2	Typical Growth - Low
High Needs	51.8	26	3	Typical Growth - High
English Learners and Former English Learners	-	3	-	-
Low Income	53.2	22	3	Typical Growth - High
Students with Disabilities	-	5	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.2	121	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	91.2	95.8	4.6	93.2	168	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	81.8	91.2	9.4	85.3	68	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	80.9	93.4	12.5	84.9	61	4	Exceeded Target
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	90.3	97.2	6.9	92.1	143	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	94.9	92.8	-2.1	95.0	181	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	86.7	85.7	-1.0	89.8	77	0	Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	85.5	85.3	-0.2	89.1	68	1	No Change
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.6	92.2	-4.4	95.0	154	0	Declined

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.5	0.8	-0.7	1.4	652	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	4.9	2.3	-2.6	4.4	174	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	5.2	2.0	-3.2	4.7	147	4	Exceeded Target
Students with Disabilities	-	-	-	-	57	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	66	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	1.2	0.7	-0.5	1.1	556	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	16.0	13.0	-3.0	14.7	623	4	Exceeded Target
Lowest Performing	29.0	17.9	-11.1	24.2	28	4	Exceeded Target
High Needs	34.0	26.3	-7.7	31.7	186	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	36.9	27.3	-9.6	32.3	161	4	Exceeded Target
Students with Disabilities	-	-	-	-	59	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	59	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	15.0	11.8	-3.2	13.6	527	4	Exceeded Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	69.1	70.6	1.5	72.4	327	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	37.5	39.0	1.5	42.8	100	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	37.6	40.7	3.1	44.3	86	2	Improved Below Target
Students with Disabilities	-	-	-	-	30	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	27	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	72.3	72.8	0.5	75.8	279	2	Improved Below 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	150	149	99	Yes	1	150	147	98	Yes	1	150	149	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	33	32	32	30	33	33	98	95	97	Yes	1
English Learners and Former English Learners	4	4	4	4	4	4	12	-	-	-	-
Low Income	28	27	27	25	28	28	83	80	96	Yes	1
Students with Disabilities	11	10	10	8	11	11	32	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	2	2	2	2	2	2	6	-	-	-	-
Black or African American	-	-	-	-	-	-	-	-	-	-	-
Hispanic or Latino	15	15	14	14	15	15	44	-	-	-	-
Multi-Race, Not Hispanic or Latino	3	3	3	3	3	3	9	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	130	129	131	128	130	129	391	386	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