Massachusetts School and District Profiles

Blue Hills Regional Vocational Technical

Districts
Schools

2025

2025 Official Accountability Report - Blue Hills Regional Vocational Technical

Organization Information

DISTRICT NAME
Blue Hills Regional Vocational Technical (08060000)

TITLE I STATUS
Title I School

SCHOOL
Blue Hills Regional Vocational Technical (08060605)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
35% - Moderate progress toward targets	66

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	46%	28%
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		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	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	4	4	-	4	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	4	8	10.0	4	4	10.0
Weighted total		4.0	10.7	-	1.8	10.3	-
Percentage of possible points		37%		-	18%		-
2025 Annual criterion-referenced target percentage		28%

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	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	2	12	47.5	4	12	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	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	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	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	5	8	10.0	4	4	10.0
Weighted total		5.0	10.7	-	4.7	10.3	-
Percentage of possible points		47%		-	46%		-
2024 Annual criterion-referenced target percentage		46%

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	56%	37%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	45%
	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	2	4	-
	Growth total	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	4	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	4	8	10.0
Weighted total		4.0	10.7	-
Percentage of possible points		37%		-
2025 Annual criterion-referenced target percentage		37%

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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	4	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	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	-
	Advanced coursework completion	2	4	-
	Additional indicators total	5	8	10.0
Weighted total		6.0	10.7	-
Percentage of possible points		56%		-
2024 Annual criterion-referenced target percentage		56%

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	506.3	501.1	-5.2	507.8	214	0	Path Forward: Declined
Lowest Performing	488.7	482.1	-6.6	493.8	49	0	Path Forward: Declined
High Needs	501.9	495.0	-6.9	504.5	105	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	503.9	496.9	-7.0	506.4	83	0	Path Forward: Declined
Students with Disabilities	493.6	484.6	-9.0	495.7	38	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	503.8	502.2	-1.6	507.8	56	0	Path Forward: Declined
Hispanic or Latino	505.4	498.9	-6.5	508.1	38	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.5	500.2	-6.3	508.6	100	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	501.5	493.4	-8.1	503.4	215	0	Path Forward: Declined
Lowest Performing	484.4	475.1	-9.3	489.5	49	0	Path Forward: Declined
High Needs	497.6	488.3	-9.3	501.4	106	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	497.5	490.0	-7.5	501.1	83	0	Path Forward: Declined
Students with Disabilities	492.5	479.7	-12.8	495.2	39	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	497.9	490.3	-7.6	503.0	56	0	Path Forward: Declined
Hispanic or Latino	499.7	490.8	-8.9	503.2	38	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.5	493.7	-9.8	506.1	100	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	499.3	492.7	-6.6	500.9	208	0	Path Forward: Declined
Lowest Performing	482.5	471.0	-11.5	485.7	49	0	Path Forward: Declined
High Needs	496.2	486.0	-10.2	500.0	102	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	495.9	488.3	-7.6	498.7	80	0	Recovery Path: Declined
Students with Disabilities	490.7	477.0	-13.7	493.6	37	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	496.9	489.4	-7.5	499.9	54	0	Path Forward: Declined
Hispanic or Latino	497.0	492.4	-4.6	499.7	37	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.3	492.6	-8.7	503.0	97	0	Path Forward: Declined

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	60.1	202	4	Exceeded Typical Growth
Lowest Performing	61.1	49	4	Exceeded Typical Growth
High Needs	61.1	100	4	Exceeded Typical Growth
English Learners and Former English Learners	-	5	-	-
Low Income	61.3	79	4	Exceeded Typical Growth
Students with Disabilities	58.3	37	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	9	-	-
Black or African American	63.8	54	4	Exceeded Typical Growth
Hispanic or Latino	58.3	34	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.9	94	3	Typical Growth - High

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	46.5	205	2	Typical Growth - Low
Lowest Performing	48.7	49	2	Typical Growth - Low
High Needs	49.9	103	2	Typical Growth - Low
English Learners and Former English Learners	-	6	-	-
Low Income	51.1	81	3	Typical Growth - High
Students with Disabilities	47.6	38	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	9	-	-
Black or African American	48.4	54	2	Typical Growth - Low
Hispanic or Latino	48.9	35	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.5	95	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.0	99.5	0.5	95.0	221	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	98.6	99.4	0.8	95.0	158	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	99.1	99.2	0.1	95.0	128	4	Exceeded Target
Students with Disabilities	98.2	98.4	0.2	95.0	63	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	5	-	-
Black or African American	97.5	100.0	2.5	95.0	51	4	Exceeded Target
Hispanic or Latino	100.0	97.1	-2.9	95.0	34	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.1	100.0	0.9	95.0	120	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.5	99.5	0.0	95.0	208	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	99.3	99.3	0.0	95.0	144	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	99.1	99.1	0.0	95.0	113	4	Exceeded Target
Students with Disabilities	100.0	100.0	0.0	95.0	57	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	100.0	97.5	-2.5	95.0	40	4	Exceeded Target
Hispanic or Latino	96.4	100.0	3.6	95.0	40	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	100.0	100.0	0.0	95.0	108	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.1	0.2	0.1	1.0	918	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.2	0.4	0.2	1.0	500	3	Met Target
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	0.3	0.3	0.0	1.0	335	3	Met Target
Students with Disabilities	0.0	0.4	0.4	1.0	238	3	Met Target
American Indian or Alaska Native	-	-	-	-	6	-	-
Asian	-	-	-	-	30	-	-
Black or African American	0.6	0.0	-0.6	1.0	200	4	Exceeded Target
Hispanic or Latino	0.0	0.6	0.6	1.0	160	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	62	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.0	0.2	0.2	1.0	460	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	10.8	5.3	-5.5	9.5	910	4	Exceeded Target
Lowest Performing	7.4	4.1	-3.3	2.6	49	4	Exceeded Target
High Needs	12.8	7.7	-5.1	10.5	479	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	37	-	-
Low Income	12.6	7.9	-4.7	8.0	353	4	Exceeded Target
Students with Disabilities	15.1	10.8	-4.3	11.5	204	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	30	-	-
Black or African American	9.5	2.4	-7.1	6.5	205	4	Exceeded Target
Hispanic or Latino	9.9	7.1	-2.8	6.1	196	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	69	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	4	-	-
White	11.7	5.2	-6.5	10.3	403	4	Exceeded Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	68.9	66.2	-2.7	72.2	438	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	65.1	60.9	-4.2	70.4	248	0	Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	67.3	61.2	-6.1	74.0	183	0	Declined
Students with Disabilities	58.3	54.5	-3.8	66.6	110	0	Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	14	-	-
Black or African American	74.2	66.3	-7.9	79.7	86	0	Declined
Hispanic or Latino	61.8	61.3	-0.5	72.1	80	1	No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	40	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	71.6	68.1	-3.5	75.1	216	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	215	214	100	Yes	1	215	215	100	Yes	1	215	213	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	106	105	106	106	106	106	318	317	100	Yes	1
English Learners and Former English Learners	6	6	6	6	6	6	18	-	-	-	-
Low Income	83	83	83	83	83	83	249	249	100	Yes	1
Students with Disabilities	39	38	39	39	39	39	117	116	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	9	9	9	9	9	9	27	-	-	-	-
Black or African American	56	56	56	56	56	56	168	168	100	Yes	1
Hispanic or Latino	38	38	38	38	38	38	114	114	100	Yes	1
Multi-Race, Not Hispanic or Latino	12	11	12	12	12	12	36	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	100	100	100	100	100	98	300	298	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