Massachusetts School and District Profiles

John A. Crisafulli Elementary School

Districts
Schools

2025

2025 Official Accountability Report - John A. Crisafulli Elementary School

Organization Information

DISTRICT NAME
Westford (03260000)

TITLE I STATUS
Non-Title I School

SCHOOL
John A. Crisafulli Elementary School (03260045)

GRADES SERVED
03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: English Learners and Former English Learners

Progress toward improvement targets	Accountability percentile
64% - Substantial progress toward targets	82

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	61%	65%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	64%
	Substantial progress toward targets

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	0	4	-	4	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	7	12	67.5	6	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		6.1	10.3	-	5.4	7.6	-
Percentage of possible points		59%		-	71%		-
2025 Annual criterion-referenced target percentage		65%

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	3	4	-	2	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	9	12	67.5	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	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	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		7.7	10.3	-	3.6	7.6	-
Percentage of possible points		75%		-	47%		-
2024 Annual criterion-referenced target percentage		61%

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	13%	57%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	39%
	Moderate progress toward targets

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	0	4	-
	Science achievement	4	4	-
	Achievement total	7	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	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		5.9	10.3	-
Percentage of possible points		57%		-
2025 Annual criterion-referenced target percentage		57%

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	0	4	-
	Achievement total	0	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		1.3	10.3	-
Percentage of possible points		13%		-
2024 Annual criterion-referenced target percentage		13%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	503.4	501.1	-2.3	506.2	333	0	Recovery Path: Declined
Lowest Performing	474.4	481.2	6.8	479.1	47	4	Recovery Path: Exceeded Target
High Needs	487.5	490.2	2.7	490.2	120	3	Recovery Path: Met Target
English Learners and Former English Learners	489.4	497.6	8.2	493.0	31	4	Recovery Path: Exceeded Target
Low Income	485.7	491.1	5.4	487.8	39	4	Path Forward: Exceeded Target
Students with Disabilities	483.0	483.7	0.7	485.4	79	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	508.9	509.2	0.3	511.8	101	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.8	498.9	-1.9	503.5	194	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	509.4	505.7	-3.7	511.3	332	3	Recovery Path: Met Target
Lowest Performing	475.9	479.6	3.7	481.0	47	2	Recovery Path: Improved Below Target
High Needs	492.5	490.9	-1.6	494.5	119	0	Recovery Path: Declined
English Learners and Former English Learners	502.8	509.4	6.6	506.8	31	4	Recovery Path: Exceeded Target
Low Income	484.0	483.7	-0.3	486.4	39	1	Path Forward: No Change
Students with Disabilities	487.0	484.0	-3.0	489.2	78	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	520.1	520.0	-0.1	522.6	101	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.8	501.1	-2.7	506.0	193	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	508.8	511.4	2.6	510.2	110	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	24	-	-
High Needs	489.9	497.8	7.9	493.4	40	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	484.7	494.8	10.1	488.9	28	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	509.3	519.5	10.2	510.3	31	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.9	510.1	0.2	511.8	64	3	Recovery Path: Met Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	53.1	218	3	Typical Growth - High
Lowest Performing	57.3	47	3	Typical Growth - High
High Needs	56.3	77	3	Typical Growth - High
English Learners and Former English Learners	63.7	24	4	Exceeded Typical Growth
Low Income	58.0	23	3	Typical Growth - High
Students with Disabilities	52.3	47	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	59.9	73	3	Typical Growth - High
Black or African American	-	5	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.1	124	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	52.6	218	3	Typical Growth - High
Lowest Performing	54.4	47	3	Typical Growth - High
High Needs	48.5	77	2	Typical Growth - Low
English Learners and Former English Learners	59.3	24	3	Typical Growth - High
Low Income	46.2	23	2	Typical Growth - Low
Students with Disabilities	43.0	47	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	56.7	72	3	Typical Growth - High
Black or African American	-	5	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.9	125	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-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 - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	6.4	8.4	2.0	5.3	347	0	Declined
Lowest Performing	4.3	8.5	4.2	1.0	47	0	Declined
High Needs	8.3	13.3	5.0	6.2	128	0	Declined
English Learners and Former English Learners	7.7	5.9	-1.8	4.7	34	3	Met Target
Low Income	16.2	28.9	12.7	11.9	45	0	Declined
Students with Disabilities	6.3	9.8	3.5	3.8	82	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	4.6	5.7	1.1	2.5	106	3	Met Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.7	6.6	-0.1	5.5	198	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	344	337	98	Yes	1	343	341	99	Yes	1	113	113	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	125	120	124	124	41	41	290	285	98	Yes	1
English Learners and Former English Learners	33	28	33	33	9	9	75	70	93	No	1
Low Income	42	41	42	42	14	14	98	97	99	Yes	1
Students with Disabilities	81	80	80	80	29	29	190	189	99	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	105	102	105	105	32	32	242	239	99	Yes	1
Black or African American	9	9	9	9	5	5	23	-	-	-	-
Hispanic or Latino	22	22	22	22	7	7	51	51	100	Yes	1
Multi-Race, Not Hispanic or Latino	9	9	9	9	4	4	22	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	198	194	197	195	64	64	459	453	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