Massachusetts School and District Profiles

Abbot Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Abbot Elementary

Organization Information

DISTRICT NAME
Westford (03260000)

TITLE I STATUS
Non-Title I School

SCHOOL
Abbot Elementary (03260004)

GRADES SERVED
03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
73% - Substantial progress toward targets	87

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	76%	70%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	73%
	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	3	4	-	2	4	-
	Mathematics achievement	3	4	-	3	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	9	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	3	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	3	4	10.0
Weighted total		7.7	10.3	-	5.0	7.6	-
Percentage of possible points		75%		-	66%		-
2026 Annual criterion-referenced target percentage		70%

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	3	4	-	4	4	-
	Mathematics achievement	3	4	-	3	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	9	12	67.5	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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		7.4	10.3	-	6.1	7.6	-
Percentage of possible points		72%		-	80%		-
2025 Annual criterion-referenced target percentage		76%

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	66%	35%
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	3	4	-
	Science achievement	0	4	-
	Achievement total	3	12	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		3.6	10.3	-
Percentage of possible points		35%		-
2026 Annual criterion-referenced target percentage		35%

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	4	4	-
	Mathematics achievement	1	4	-
	Science achievement	3	4	-
	Achievement total	8	12	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		6.8	10.3	-
Percentage of possible points		66%		-
2025 Annual criterion-referenced target percentage		66%

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	503.7	503.7	0.0	506.3	354	3	Recovery Path: Met Target
Lowest Performing	480.6	482.8	2.2	485.1	61	2	Recovery Path: Improved Below Target
High Needs	494.0	491.5	-2.5	496.3	100	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	500.1	498.4	-1.7	502.6	29	3	Recovery Path: Met Target
Students with Disabilities	485.8	485.8	0.0	488.5	64	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	508.7	509.5	0.8	511.5	75	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.3	502.3	0.0	504.8	251	1	Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	508.7	509.8	1.1	511.1	354	3	Recovery Path: Met Target
Lowest Performing	487.0	491.6	4.6	491.2	61	3	Recovery Path: Met Target
High Needs	497.4	498.5	1.1	499.9	101	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	498.0	500.1	2.1	500.4	29	3	Path Forward: Met Target
Students with Disabilities	490.6	492.9	2.3	493.8	64	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	519.3	521.5	2.2	522.3	76	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.7	507.0	1.3	507.5	250	3	Recovery Path: 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	509.1	505.6	-3.5	511.4	138	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	32	-	-
High Needs	500.7	495.3	-5.4	504.6	38	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	490.1	486.8	-3.3	494.3	26	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	512.5	508.1	-4.4	514.7	29	3	Path Forward: Met Target
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.4	505.1	-3.3	511.0	97	3	Recovery Path: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.0	241	3	Typical Growth - High
Lowest Performing	50.5	61	3	Typical Growth - High
High Needs	50.2	62	3	Typical Growth - High
English Learners and Former English Learners	-	8	-	-
Low Income	56.1	20	3	Typical Growth - High
Students with Disabilities	45.6	41	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	61.2	48	4	Exceeded Typical Growth
Black or African American	-	5	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.0	177	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	59.1	241	3	Typical Growth - High
Lowest Performing	59.3	61	3	Typical Growth - High
High Needs	59.9	63	3	Typical Growth - High
English Learners and Former English Learners	-	9	-	-
Low Income	60.3	20	4	Exceeded Typical Growth
Students with Disabilities	56.8	41	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	62.3	49	4	Exceeded Typical Growth
Black or African American	-	5	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.5	176	3	Typical Growth - High

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	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	7.8	7.2	-0.6	6.7	361	3	Met Target
Lowest Performing	3.3	4.9	1.6	1.0	61	3	Met Target
High Needs	10.1	8.7	-1.4	8.0	104	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	20.0	15.6	-4.4	15.7	32	3	Met Target
Students with Disabilities	6.6	4.7	-1.9	4.1	64	3	Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	10.8	11.4	0.6	8.7	79	0	Declined
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.1	5.9	-1.2	5.9	253	3	Met 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	357	356	100	Yes	1	356	356	100	Yes	1	139	139	100	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	102	101	102	102	39	39	243	242	100	Yes	1
English Learners and Former English Learners	19	18	19	19	7	7	45	-	-	-	-
Low Income	30	30	30	30	14	14	74	74	100	Yes	1
Students with Disabilities	64	64	64	64	26	26	154	154	100	Yes	1
American Indian or Alaska Native	2	2	2	2	1	1	5	-	-	-	-
Asian	77	76	77	77	29	29	183	182	99	Yes	1
Black or African American	8	8	8	8	3	3	19	-	-	-	-
Hispanic or Latino	15	15	15	15	6	6	36	-	-	-	-
Multi-Race, Not Hispanic or Latino	3	3	3	3	2	2	8	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	252	252	251	251	98	98	601	601	100	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