Massachusetts School and District Profiles

Blanchard Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Blanchard Middle

Organization Information

DISTRICT NAME
Westford (03260000)

TITLE I STATUS
Non-Title I School

SCHOOL
Blanchard Middle (03260310)

GRADES SERVED
06,07,08

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
65% - Substantial progress toward targets	81

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	72%	61%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	65%
	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	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	9	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	3	4	10.0
Weighted total		7.3	10.3	-	3.9	7.6	-
Percentage of possible points		71%		-	51%		-
2026 Annual criterion-referenced target percentage		61%

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	-	0	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	22.5	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	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	1	4	10.0
Weighted total		9.5	10.3	-	3.9	7.6	-
Percentage of possible points		92%		-	51%		-
2025 Annual criterion-referenced target percentage		72%

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	24%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	33%
	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	4	4	-
	Achievement total	4	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		4.0	10.3	-
Percentage of possible points		39%		-
2026 Annual criterion-referenced target percentage		39%

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	2	4	-
	Science achievement	0	4	-
	Achievement total	2	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.5	10.3	-
Percentage of possible points		24%		-
2025 Annual criterion-referenced target percentage		24%

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	508.7	503.1	-5.6	510.1	533	3	Path Forward: Met Target
Lowest Performing	473.6	474.7	1.1	478.9	78	2	Recovery Path: Improved Below Target
High Needs	487.3	483.5	-3.8	488.5	183	0	Recovery Path: Declined
English Learners and Former English Learners	486.8	482.0	-4.8	489.2	48	0	Path Forward: Declined
Low Income	487.0	481.8	-5.2	488.1	67	0	Recovery Path: Declined
Students with Disabilities	479.3	477.2	-2.1	482.2	124	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	517.6	513.8	-3.8	519.3	189	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	499.6	481.1	-18.5	502.2	26	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.5	499.5	-5.0	505.5	300	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	513.2	508.8	-4.4	515.6	533	3	Recovery Path: Met Target
Lowest Performing	481.6	483.1	1.5	487.7	78	2	Recovery Path: Improved Below Target
High Needs	495.1	491.7	-3.4	497.1	182	0	Recovery Path: Declined
English Learners and Former English Learners	497.7	494.4	-3.3	500.7	47	0	Path Forward: Declined
Low Income	491.2	489.0	-2.2	493.6	67	0	Path Forward: Declined
Students with Disabilities	487.1	484.3	-2.8	488.9	123	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	524.9	522.3	-2.6	527.9	189	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	495.0	489.7	-5.3	497.9	26	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.0	503.2	-4.8	509.4	300	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	510.6	507.4	-3.2	512.8	169	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	39	-	-
High Needs	488.4	493.8	5.4	490.9	54	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	24	-	-
Students with Disabilities	484.3	489.6	5.3	487.0	39	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	518.3	516.7	-1.6	519.8	67	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.7	505.3	-0.4	507.5	90	3	Recovery Path: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.1	515	2	Typical Growth - Low
Lowest Performing	43.2	78	2	Typical Growth - Low
High Needs	44.8	175	2	Typical Growth - Low
English Learners and Former English Learners	46.3	43	2	Typical Growth - Low
Low Income	46.9	65	2	Typical Growth - Low
Students with Disabilities	41.5	120	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	52.3	181	3	Typical Growth - High
Black or African American	-	13	-	-
Hispanic or Latino	43.2	25	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.6	292	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.8	517	2	Typical Growth - Low
Lowest Performing	49.1	78	2	Typical Growth - Low
High Needs	46.0	176	2	Typical Growth - Low
English Learners and Former English Learners	48.0	43	2	Typical Growth - Low
Low Income	43.9	64	2	Typical Growth - Low
Students with Disabilities	44.4	120	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	51.2	181	3	Typical Growth - High
Black or African American	-	13	-	-
Hispanic or Latino	49.0	26	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.9	293	2	Typical Growth - Low

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	9.5	8.1	-1.4	8.4	555	3	Met Target
Lowest Performing	15.7	12.8	-2.9	12.4	78	3	Met Target
High Needs	20.6	15.8	-4.8	18.5	190	4	Exceeded Target
English Learners and Former English Learners	13.3	10.0	-3.3	10.3	50	3	Met Target
Low Income	28.2	22.2	-6.0	23.9	72	4	Exceeded Target
Students with Disabilities	25.7	16.5	-9.2	23.2	127	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	2.4	3.6	1.2	1.0	194	4	Exceeded Target
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	30.4	21.4	-9.0	26.2	28	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	12.5	9.3	-3.2	11.3	313	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	544	538	99	Yes	1	546	537	98	Yes	1	178	170	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	188	185	190	183	60	54	438	422	96	Yes	1
English Learners and Former English Learners	50	49	50	48	10	9	110	106	96	Yes	1
Low Income	69	68	70	67	27	24	166	159	96	Yes	1
Students with Disabilities	127	125	128	123	43	39	298	287	96	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	192	191	192	191	69	68	453	450	99	Yes	1
Black or African American	15	15	15	15	5	5	35	-	-	-	-
Hispanic or Latino	26	26	27	26	6	6	59	58	98	Yes	1
Multi-Race, Not Hispanic or Latino	3	3	3	3	1	1	7	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	307	302	308	301	97	90	712	693	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