Massachusetts School and District Profiles

Albert F Ford Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Albert F Ford Middle School

Organization Information

DISTRICT NAME
Acushnet (00030000)

TITLE I STATUS
Non-Title I School

SCHOOL
Albert F Ford Middle School (00030305)

GRADES SERVED
05,06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Limited or no progress toward targets

Progress toward improvement targets	Accountability percentile
12% - Limited or no progress toward targets	39

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	8%	16%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	12%
	Limited or no 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	0	4	-	2	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	2	8	67.5
Growth	English language arts growth	1	4	-	2	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	2	8	22.5	3	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		0.5	10.3	-	2.0	7.6	-
Percentage of possible points		5%		-	26%		-
2026 Annual criterion-referenced target percentage		16%

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	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	0	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	2	8	22.5	2	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	3	4	10.0
Weighted total		0.5	10.3	-	0.8	7.6	-
Percentage of possible points		5%		-	11%		-
2025 Annual criterion-referenced target percentage		8%

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	5%	5%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	5%
	Limited or no 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	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	1	4	-
	Growth total	2	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		0.5	10.3	-
Percentage of possible points		5%		-
2026 Annual criterion-referenced target percentage		5%

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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	1	4	-
	Growth total	2	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		0.5	10.3	-
Percentage of possible points		5%		-
2025 Annual criterion-referenced target percentage		5%

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	495.0	491.7	-3.3	497.3	417	0	Path Forward: Declined
Lowest Performing	465.8	466.0	0.2	470.9	72	2	Recovery Path: Improved Below Target
High Needs	486.8	484.1	-2.7	489.7	169	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	488.9	485.8	-3.1	490.9	136	0	Recovery Path: Declined
Students with Disabilities	469.6	472.2	2.6	471.8	67	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	493.1	495.9	2.8	495.6	28	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.7	491.1	-3.6	497.1	370	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	498.0	496.0	-2.0	500.5	417	0	Path Forward: Declined
Lowest Performing	475.0	473.5	-1.5	480.1	72	0	Path Forward: Declined
High Needs	490.5	488.4	-2.1	493.2	170	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	492.5	490.1	-2.4	495.3	137	0	Path Forward: Declined
Students with Disabilities	475.5	476.3	0.8	478.9	68	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	497.1	491.9	-5.2	499.7	28	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.7	496.1	-1.6	499.2	370	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	496.4	491.1	-5.3	498.1	206	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	29	-	-
High Needs	488.9	483.6	-5.3	492.7	88	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	490.3	483.8	-6.5	492.8	71	0	Recovery Path: Declined
Students with Disabilities	474.2	473.9	-0.3	476.5	36	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.6	491.7	-4.9	500.3	181	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	37.8	411	1	Low Growth
Lowest Performing	42.1	72	2	Typical Growth - Low
High Needs	37.0	164	1	Low Growth
English Learners and Former English Learners	-	5	-	-
Low Income	36.4	134	1	Low Growth
Students with Disabilities	38.7	63	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	3	-	-
Hispanic or Latino	46.5	27	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	36.9	366	1	Low Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	35.1	413	1	Low Growth
Lowest Performing	34.9	72	1	Low Growth
High Needs	35.9	166	1	Low Growth
English Learners and Former English Learners	-	5	-	-
Low Income	34.5	136	1	Low Growth
Students with Disabilities	37.3	64	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	3	-	-
Hispanic or Latino	28.6	27	0	Very Low Growth
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	35.3	368	1	Low Growth

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	9.8	14.6	4.8	8.3	432	0	Declined
Lowest Performing	10.8	19.4	8.6	6.2	72	0	Declined
High Needs	13.1	21.8	8.7	10.7	179	0	Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	15.0	22.4	7.4	11.8	147	0	Declined
Students with Disabilities	7.0	22.1	15.1	3.4	68	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	5.0	10.0	5.0	1.0	30	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.6	14.2	4.6	7.8	380	0	Declined

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	424	422	100	Yes	1	425	422	99	Yes	1	210	210	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	175	173	176	174	91	91	442	438	99	Yes	1
English Learners and Former English Learners	5	5	5	5	2	2	12	-	-	-	-
Low Income	142	140	143	141	74	74	359	355	99	Yes	1
Students with Disabilities	71	70	71	71	38	38	180	179	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	0	0	8	-	-	-	-
Black or African American	4	4	4	4	3	3	11	-	-	-	-
Hispanic or Latino	28	28	28	28	17	17	73	73	100	Yes	1
Multi-Race, Not Hispanic or Latino	12	12	12	12	6	6	30	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	376	374	377	374	184	184	937	932	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