Massachusetts School and District Profiles

West Elementary

Districts
Schools

2025

2025 Official Accountability Report - West Elementary

Organization Information

DISTRICT NAME
Andover (00090000)

TITLE I STATUS
Title I School

SCHOOL
West Elementary (00090025)

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

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
60% - Substantial progress toward targets	85

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	69%	55%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	60%
	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	-	2	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	3	4	10.0
Weighted total		3.3	9.6	-	5.7	7.6	-
Percentage of possible points		34%		-	75%		-
2025 Annual criterion-referenced target percentage		55%

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	-	2	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	6	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		6.0	10.3	-	6.0	7.6	-
Percentage of possible points		58%		-	79%		-
2024 Annual criterion-referenced target percentage		69%

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	44%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	41%
	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	0	4	-
	Mathematics achievement	3	4	-
	Science achievement	1	4	-
	Achievement total	4	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		4.0	10.3	-
Percentage of possible points		39%		-
2025 Annual criterion-referenced target percentage		39%

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	4	4	-
	Science achievement	0	4	-
	Achievement total	4	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.5	10.3	-
Percentage of possible points		44%		-
2024 Annual criterion-referenced target percentage		44%

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	502.6	500.2	-2.4	505.4	295	0	Recovery Path: Declined
Lowest Performing	477.8	481.7	3.9	482.3	43	2	Recovery Path: Improved Below Target
High Needs	490.9	488.1	-2.8	493.0	131	0	Recovery Path: Declined
English Learners and Former English Learners	493.4	491.4	-2.0	496.9	36	0	Recovery Path: Declined
Low Income	493.8	488.7	-5.1	497.1	54	0	Recovery Path: Declined
Students with Disabilities	485.2	480.5	-4.7	486.9	82	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	504.0	504.2	0.2	506.8	59	3	Recovery Path: Met Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	497.3	491.0	-6.3	501.0	31	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.2	499.7	-2.5	505.4	178	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	507.5	508.9	1.4	509.4	293	3	Recovery Path: Met Target
Lowest Performing	481.2	486.9	5.7	485.9	43	4	Recovery Path: Exceeded Target
High Needs	494.3	496.7	2.4	496.2	130	3	Recovery Path: Met Target
English Learners and Former English Learners	503.7	505.1	1.4	507.0	36	3	Recovery Path: Met Target
Low Income	496.7	496.2	-0.5	499.1	53	1	Path Forward: No Change
Students with Disabilities	487.8	489.3	1.5	491.0	82	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	515.5	517.3	1.8	518.5	58	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	495.5	499.9	4.4	498.4	30	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.3	507.7	1.4	508.0	178	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	505.8	504.8	-1.0	508.7	91	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	26	-	-
High Needs	494.0	493.5	-0.5	497.5	42	1	Path Forward: No Change
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	18	-	-
Students with Disabilities	488.6	488.1	-0.5	492.8	29	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	18	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.0	503.3	-1.7	507.2	51	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	53.1	180	3	Typical Growth - High
Lowest Performing	49.8	43	2	Typical Growth - Low
High Needs	48.1	72	2	Typical Growth - Low
English Learners and Former English Learners	-	14	-	-
Low Income	53.4	27	3	Typical Growth - High
Students with Disabilities	43.0	47	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	54.7	35	3	Typical Growth - High
Black or African American	-	9	-	-
Hispanic or Latino	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.7	108	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	59.2	181	3	Typical Growth - High
Lowest Performing	62.1	43	4	Exceeded Typical Growth
High Needs	54.6	74	3	Typical Growth - High
English Learners and Former English Learners	-	16	-	-
Low Income	57.5	27	3	Typical Growth - High
Students with Disabilities	52.6	47	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	62.6	35	4	Exceeded Typical Growth
Black or African American	-	9	-	-
Hispanic or Latino	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.2	109	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	81.3	71.0	-10.3	83.5	31	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	81.3	71.0	-10.3	83.5	31	0	Declined
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	9.0	7.8	-1.2	7.9	503	3	Met Target
Lowest Performing	2.2	7.0	4.8	1.0	43	3	Met Target
High Needs	13.1	11.6	-1.5	11.0	215	2	Improved Below Target
English Learners and Former English Learners	13.2	6.7	-6.5	10.2	60	4	Exceeded Target
Low Income	19.0	15.6	-3.4	14.7	96	2	Improved Below Target
Students with Disabilities	10.9	13.9	3.0	8.4	122	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	14.8	12.5	-2.3	12.7	88	3	Met Target
Black or African American	-	-	-	-	28	-	-
Hispanic or Latino	7.0	13.0	6.0	2.8	54	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	28	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.2	5.9	-3.3	8.0	304	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	303	303	100	Yes	1	302	301	100	Yes	1	94	94	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	137	137	136	136	44	44	317	317	100	Yes	1
English Learners and Former English Learners	41	41	41	41	7	7	89	89	100	Yes	1
Low Income	58	58	57	57	18	18	133	133	100	Yes	1
Students with Disabilities	83	83	83	83	30	30	196	196	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	59	59	59	58	18	18	136	135	99	Yes	1
Black or African American	13	13	13	13	7	7	33	-	-	-	-
Hispanic or Latino	32	32	31	31	10	10	73	73	100	Yes	1
Multi-Race, Not Hispanic or Latino	15	15	15	15	6	6	36	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	183	183	183	183	53	53	419	419	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