Massachusetts School and District Profiles

Abbot Elementary

Districts
Schools

2024

2024 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

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
76% - Meeting or exceeding targets	89

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	82%	72%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	76%
	Meeting or exceeding targets

2024 Points awarded

2024 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	-	3	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	6	12	67.5	7	8	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	-	-	-	-	-	-
	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		5.8	10.3	-	6.7	7.6	-
Percentage of possible points		56%		-	88%		-
2024 Annual criterion-referenced target percentage		72%

2023 Points awarded

2023 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	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	22.5	7	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		9.3	10.3	-	5.6	7.6	-
Percentage of possible points		90%		-	74%		-
2023 Annual criterion-referenced target percentage		82%

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

	2023	2024
Annual criterion-referenced target percentage	97%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	60%
	Substantial progress toward targets

2024 Points awarded

2024 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	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		3.6	10.3	-
Percentage of possible points		35%		-
2024 Annual criterion-referenced target percentage		35%

2023 Points awarded

2023 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	4	4	-
	Science achievement	4	4	-
	Achievement total	12	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	7	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	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		10.0	10.3	-
Percentage of possible points		97%		-
2023 Annual criterion-referenced target percentage		97%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	504.7	502.2	-2.5	507.3	369	0	Recovery Path: Declined
Lowest Performing	484.0	487.2	3.2	488.5	57	3	Recovery Path: Met Target
High Needs	493.7	490.3	-3.4	496.0	110	0	Recovery Path: Declined
English Learners and Former English Learners	500.0	493.2	-6.8	502.4	20	0	Path Forward: Declined
Low Income	500.6	499.4	-1.2	503.1	29	3	Recovery Path: Met Target
Students with Disabilities	486.8	485.5	-1.3	489.5	76	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	509.8	506.7	-3.1	512.6	78	3	Recovery Path: Met Target
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.1	501.3	-1.8	505.6	281	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	511.2	509.2	-2.0	513.6	369	3	Recovery Path: Met Target
Lowest Performing	485.4	493.9	8.5	489.6	56	4	Recovery Path: Exceeded Target
High Needs	503.0	497.4	-5.6	505.5	110	0	Path Forward: Declined
English Learners and Former English Learners	515.8	501.7	-14.1	518.8	20	0	Path Forward: Declined
Low Income	506.0	502.3	-3.7	508.4	29	3	Path Forward: Met Target
Students with Disabilities	496.3	493.1	-3.2	499.5	76	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	520.0	518.1	-1.9	523.0	78	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.6	507.0	-1.6	510.4	281	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	513.5	509.2	-4.3	515.8	117	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	20	-	-
High Needs	502.0	500.7	-1.3	505.9	38	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	11	-	-
Students with Disabilities	493.3	499.0	5.7	497.5	28	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	518.5	512.2	-6.3	520.7	23	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	1	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.1	508.7	-2.4	513.7	93	3	Recovery Path: Met Target

English language arts growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	52.4	234	3	Typical Growth - High
Lowest Performing	55.3	57	3	Typical Growth - High
High Needs	48.2	68	2	Typical Growth - Low
English Learners and Former English Learners	-	12	-	-
Low Income	-	19	-	-
Students with Disabilities	42.8	45	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	54.5	51	3	Typical Growth - High
Black or African American	-	-	-	-
Hispanic or Latino	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.1	179	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2024 Mean SGP	N	Points	Reason
All Students	59.8	233	3	Typical Growth - High
Lowest Performing	62.8	56	4	Exceeded Typical Growth
High Needs	53.9	67	3	Typical Growth - High
English Learners and Former English Learners	-	12	-	-
Low Income	-	19	-	-
Students with Disabilities	54.2	44	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	64.8	51	4	Exceeded Typical Growth
Black or African American	-	-	-	-
Hispanic or Latino	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.5	178	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2023 Rate (%)	2024 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	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	8.8	4.9	-3.9	7.7	386	4	Exceeded Target
Lowest Performing	17.5	8.8	-8.7	14.2	57	4	Exceeded Target
High Needs	15.4	8.6	-6.8	13.3	116	4	Exceeded Target
English Learners and Former English Learners	8.0	4.3	-3.7	5.0	23	4	Exceeded Target
Low Income	14.8	15.6	0.8	10.5	32	0	Declined
Students with Disabilities	15.6	7.8	-7.8	13.1	77	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	8.3	6.1	-2.2	6.2	82	3	Met Target
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	8.8	4.5	-4.3	7.6	290	4	Exceeded 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	384	382	99	Yes	1	384	383	100	Yes	1	120	120	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	117	115	117	116	39	39	273	270	99	Yes	1
English Learners and Former English Learners	22	21	22	22	6	6	50	49	98	Yes	1
Low Income	32	32	32	32	12	12	76	76	100	Yes	1
Students with Disabilities	79	78	79	78	29	29	187	185	99	Yes	1
American Indian or Alaska Native	1	1	1	1	0	-	2	-	-	-	-
Asian	81	81	81	81	23	23	185	185	100	Yes	1
Black or African American	3	3	3	3	1	1	7	-	-	-	-
Hispanic or Latino	6	6	6	6	1	1	13	-	-	-	-
Multi-Race, Not Hispanic or Latino	4	4	4	4	0	-	8	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	289	287	289	288	95	95	673	670	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