Massachusetts School and District Profiles

Hatfield

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Hatfield

Organization Information

DISTRICT NAME
Hatfield (01270000)

TITLE I STATUS
Title I District

REGION
West/Central

GRADES SERVED
PK,K,01,02,03,04,05,06,07,08,09,10,11,12

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
47% - Moderate progress toward targets	-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR
SCHOOLS IN THIS DISTRICT

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	60%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	47%
	Moderate progress toward targets

2026 Points awarded

2026 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	1	4	-	2	4	-	-	-	-	-	-	-
	Mathematics achievement	3	4	-	1	4	-	-	-	-	-	-	-
	Science achievement	0	4	-	-	-	-	-	-	-	-	-	-
	Achievement total	4	12	67.5	3	8	67.5	-	-	-	-	-	-
Growth	English language arts growth	2	4	-	3	4	-	-	-	-	-	-	-
	Mathematics growth	2	4	-	1	4	-	-	-	-	-	-	-
	Growth total	4	8	22.5	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	0	4	-	4	4	-	-	-	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0	-	-	-	-	-	-
Weighted total		3.6	10.3	-	3.3	7.6	-	-	-	-	-	-	-
Percentage of possible points		35%		-	43%		-	-		-	-		-
Percentage of possible points by gradespan		39% Weight of non-high school results:100%						- Weight of high school results:0%
2026 Annual criterion-referenced target percentage		39%

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	2	4	-	2	4	-	-	-	-	-	-	-
	Mathematics achievement	0	4	-	4	4	-	-	-	-	-	-	-
	Science achievement	4	4	-	-	-	-	-	-	-	-	-	-
	Achievement total	6	12	67.5	6	8	67.5	-	-	-	-	-	-
Growth	English language arts growth	2	4	-	3	4	-	-	-	-	-	-	-
	Mathematics growth	2	4	-	3	4	-	-	-	-	-	-	-
	Growth total	4	8	22.5	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	-	0	4	-	-	-	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0	-	-	-	-	-	-
Weighted total		5.0	10.3	-	5.4	7.6	-	-	-	-	-	-	-
Percentage of possible points		49%		-	71%		-	-		-	-		-
Percentage of possible points by gradespan		60% Weight of non-high school results:100%						- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		60%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	77%	42%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	56%
	Substantial progress toward targets

2026 Points awarded

2026 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	0	4	-	-	-	-
	Achievement total	5	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	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-
Weighted total		4.3	10.3	-	-	-	-
Percentage of possible points		42%		-	-		-
Percentage of possible points by gradespan		42% Weight of non-high school results:100%			- Weight of high school results:0%
2026 Annual criterion-referenced target percentage		42%

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	4	4	-	-	-	-
	Mathematics achievement	2	4	-	-	-	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	67.5	-	-	-
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	-	-	-	-	-	-
	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		7.9	10.3	-	-	-	-
Percentage of possible points		77%		-	-		-
Percentage of possible points by gradespan		77% Weight of non-high school results:100%			- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		77%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	493.1	492.7	-0.4	495.0	140	1	Path Forward: No Change
Lowest Performing	469.7	472.2	2.5	474.8	23	2	Path Forward: Improved Below Target
High Needs	484.0	485.1	1.1	485.9	75	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	486.4	488.9	2.5	487.4	47	4	Path Forward: Exceeded Target
Students with Disabilities	478.7	478.3	-0.4	480.8	43	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.1	492.9	-0.2	495.0	126	1	Path Forward: No Change

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	-	-	-	-	8	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	5	-	-
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	-	-	-
Students with Disabilities	-	-	-	-	3	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	6	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	490.1	491.9	1.8	492.0	139	3	Path Forward: Met Target
Lowest Performing	471.5	471.1	-0.4	475.9	23	1	Path Forward: No Change
High Needs	483.1	485.2	2.1	485.0	74	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	485.0	487.5	2.5	486.9	47	4	Path Forward: Exceeded Target
Students with Disabilities	479.7	479.9	0.2	481.9	43	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.1	491.8	1.7	491.9	126	3	Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	-	-	-	-	8	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	5	-	-
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	-	-	-
Students with Disabilities	-	-	-	-	3	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	6	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	501.1	496.3	-4.8	503.8	46	0	Path Forward: Declined
Lowest Performing	-	-	-	-	13	-	-
High Needs	493.5	487.1	-6.4	496.5	25	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.5	497.7	-2.8	503.1	40	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	-	-	-	-	6	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	3	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	-	-	-
Students with Disabilities	-	-	-	-	3	-	-
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	-	-	-	-	6	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.4	100	2	Typical Growth - Low
Lowest Performing	50.7	23	3	Typical Growth - High
High Needs	46.8	50	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	52.0	29	3	Typical Growth - High
Students with Disabilities	50.0	31	3	Typical Growth - High
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	48.2	90	2	Typical Growth - Low

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	-	6	-	-
Lowest Performing	-	-	-	-
High Needs	-	3	-	-
English Learners and Former English Learners	-	0	-	-
Low Income	-	0	-	-
Students with Disabilities	-	3	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	6	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.0	99	2	Typical Growth - Low
Lowest Performing	39.3	23	1	Low Growth
High Needs	49.6	49	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	51.0	28	3	Typical Growth - High
Students with Disabilities	48.0	31	2	Typical Growth - Low
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	48.0	89	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	-	6	-	-
Lowest Performing	-	-	-	-
High Needs	-	3	-	-
English Learners and Former English Learners	-	0	-	-
Low Income	-	0	-	-
Students with Disabilities	-	3	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	6	-	-

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	-	-	-	-	20	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	7	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	3	-	-
Students with Disabilities	-	-	-	-	4	-	-
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	-	-	-	-	20	-	-

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	-	-	-	-	20	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	13	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	8	-	-
Students with Disabilities	-	-	-	-	9	-	-
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	-	-	-	-	20	-	-

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	-	-	-	-	63	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	18	-	-
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	6	-	-
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	61	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 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	2025 Rate (%)	2026 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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	11.7	15.4	3.7	10.7	201	0	Declined
Lowest Performing	12.0	4.3	-7.7	9.9	23	4	Exceeded Target
High Needs	18.3	19.2	0.9	16.5	99	0	Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	25.5	26.3	0.8	23.1	57	0	Declined
Students with Disabilities	15.8	15.3	-0.5	13.4	59	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.8	16.3	5.5	9.6	178	0	Declined

Chronic absenteeism - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	78	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	33	-	-
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	18	-	-
Students with Disabilities	-	-	-	-	21	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	70	-	-

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	37	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	12	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	8	-	-
Students with Disabilities	-	-	-	-	5	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	3	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	34	-	-

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	149	148	99	Yes	1	148	147	99	Yes	1	55	53	96	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	81	80	80	79	31	29	192	188	98	Yes	1
English Learners and Former English Learners	4	4	3	3	3	2	10	-	-	-	-
Low Income	48	47	48	47	15	14	111	108	97	Yes	1
Students with Disabilities	47	46	47	46	18	17	112	109	97	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	3	3	2	2	9	-	-	-	-
Black or African American	1	1	1	1	0	0	2	-	-	-	-
Hispanic or Latino	7	7	7	7	4	3	18	-	-	-	-
Multi-Race, Not Hispanic or Latino	4	4	4	4	2	2	10	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	133	132	133	132	47	46	313	310	99	Yes	1

School Accountability Information
School	Accountability information	School accountability percentile
Hatfield Elementary	Not requiring assistance or intervention	57
Smith Academy	Not requiring assistance or intervention	55

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