Massachusetts School and District Profiles

Egremont

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Egremont

Organization Information

DISTRICT NAME
Pittsfield (02360000)

TITLE I STATUS
Non-Title I School

SCHOOL
Egremont (02360035)

GRADES SERVED
PK,K,01,02,03,04,05

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	53

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	90%	26%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	51%
	Substantial 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)
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	4	4	-	-	-	-
	Achievement total	4	12	60.0	0	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	3	8	20.0	2	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		3.8	9.6	-	0.9	7.6	-
Percentage of possible points		40%		-	12%		-
2026 Annual criterion-referenced target percentage		26%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	8	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	20.0	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		8.5	9.6	-	6.9	7.6	-
Percentage of possible points		89%		-	91%		-
2025 Annual criterion-referenced target percentage		90%

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

	2025	2026
Annual criterion-referenced target percentage	79%	26%
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		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	3	4	-
	Achievement total	3	12	67.5
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	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		2.7	10.3	-
Percentage of possible points		26%		-
2026 Annual criterion-referenced target percentage		26%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	4	4	-
	Achievement total	10	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		8.1	10.3	-
Percentage of possible points		79%		-
2025 Annual criterion-referenced target percentage		79%

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	499.7	498.1	-1.6	502.2	186	0	Recovery Path: Declined
Lowest Performing	474.4	470.9	-3.5	479.5	29	0	Path Forward: Declined
High Needs	491.6	490.5	-1.1	494.6	122	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	493.6	490.7	-2.9	496.9	103	0	Recovery Path: Declined
Students with Disabilities	480.9	482.8	1.9	484.5	44	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	488.7	492.7	4.0	492.5	44	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.2	504.1	-1.1	507.6	100	3	Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	504.0	500.9	-3.1	506.5	185	0	Path Forward: Declined
Lowest Performing	479.2	477.6	-1.6	484.3	29	0	Path Forward: Declined
High Needs	496.2	493.8	-2.4	498.9	121	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	497.5	493.6	-3.9	500.3	102	0	Path Forward: Declined
Students with Disabilities	485.0	487.6	2.6	487.6	44	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	493.7	492.7	-1.0	496.7	43	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.3	506.7	-3.6	513.1	100	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	510.0	512.2	2.2	513.6	49	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	10	-	-
High Needs	504.2	505.4	1.2	508.0	35	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	504.6	505.3	0.7	508.6	31	3	Path Forward: Met Target
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.9	519.5	5.6	517.6	29	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	40.9	124	2	Typical Growth - Low
Lowest Performing	37.9	29	1	Low Growth
High Needs	39.3	76	1	Low Growth
English Learners and Former English Learners	-	11	-	-
Low Income	38.0	63	1	Low Growth
Students with Disabilities	35.2	24	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	3	-	-
Black or African American	-	10	-	-
Hispanic or Latino	34.4	24	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.2	77	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	36.1	124	1	Low Growth
Lowest Performing	36.7	29	1	Low Growth
High Needs	35.9	76	1	Low Growth
English Learners and Former English Learners	-	11	-	-
Low Income	34.5	63	1	Low Growth
Students with Disabilities	39.3	24	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	3	-	-
Black or African American	-	10	-	-
Hispanic or Latino	32.1	24	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	36.7	77	1	Low Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	28.6	57.1	28.5	30.8	28	4	Exceeded Target
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	16.5	14.4	-2.1	15.0	298	4	Exceeded Target
Lowest Performing	26.7	17.2	-9.5	22.1	29	4	Exceeded Target
High Needs	20.4	19.6	-0.8	18.0	189	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	40	-	-
Low Income	21.5	21.2	-0.3	18.3	165	2	Improved Below Target
Students with Disabilities	19.7	23.9	4.2	16.1	67	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	22	-	-
Hispanic or Latino	23.6	19.5	-4.1	19.4	77	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	32	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.8	9.4	-0.4	8.0	160	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	189	187	99	Yes	1	189	186	98	Yes	1	52	50	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	125	123	125	122	38	36	288	281	98	Yes	1
English Learners and Former English Learners	21	21	21	20	6	6	48	47	98	Yes	1
Low Income	104	103	104	102	32	31	240	236	98	Yes	1
Students with Disabilities	45	44	45	44	8	7	98	95	97	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	3	3	3	3	1	1	7	-	-	-	-
Black or African American	18	18	18	18	3	3	39	-	-	-	-
Hispanic or Latino	45	45	45	44	13	13	103	102	99	Yes	1
Multi-Race, Not Hispanic or Latino	20	20	20	20	4	4	44	44	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	102	100	102	100	31	29	235	229	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