Massachusetts School and District Profiles

West Elementary

Districts
Schools

2026

Accountability Report

2026 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
63% - Substantial progress toward targets	85

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	55%	69%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	63%
	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	2	4	-	4	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	8	12	60.0	6	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	7	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	0	4	10.0
Weighted total		6.6	9.6	-	5.2	7.6	-
Percentage of possible points		69%		-	68%		-
2026 Annual criterion-referenced target percentage		69%

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%

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	39%	52%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	47%
	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	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	4	4	-
	Achievement total	6	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.4	10.3	-
Percentage of possible points		52%		-
2026 Annual criterion-referenced target percentage		52%

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%

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	500.2	500.5	0.3	503.0	307	2	Recovery Path: Improved Below Target
Lowest Performing	472.4	478.7	6.3	476.9	44	4	Recovery Path: Exceeded Target
High Needs	488.1	488.7	0.6	490.2	140	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	491.4	492.5	1.1	494.9	46	2	Recovery Path: Improved Below Target
Low Income	488.7	486.5	-2.2	492.0	55	0	Recovery Path: Declined
Students with Disabilities	480.5	482.0	1.5	482.2	82	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	504.2	504.2	0.0	507.0	54	3	Recovery Path: Met Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	491.0	489.7	-1.3	494.7	38	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.7	500.6	0.9	502.9	185	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	508.9	507.5	-1.4	510.4	312	3	Path Forward: Met Target
Lowest Performing	483.4	486.6	3.2	488.1	44	2	Recovery Path: Improved Below Target
High Needs	496.7	493.8	-2.9	499.2	140	0	Path Forward: Declined
English Learners and Former English Learners	505.1	501.5	-3.6	508.4	46	0	Recovery Path: Declined
Low Income	496.2	490.9	-5.3	498.6	55	0	Path Forward: Declined
Students with Disabilities	489.3	486.7	-2.6	492.5	82	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	517.3	516.7	-0.6	520.3	55	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	499.9	492.7	-7.2	502.8	38	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.7	506.6	-1.1	509.4	189	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	504.8	507.1	2.3	507.7	95	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	12	-	-
High Needs	493.5	498.1	4.6	497.0	37	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	18	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.3	508.4	5.1	505.5	60	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	60.9	190	4	Exceeded Typical Growth
Lowest Performing	56.1	44	3	Typical Growth - High
High Needs	59.8	78	3	Typical Growth - High
English Learners and Former English Learners	58.3	29	3	Typical Growth - High
Low Income	61.0	35	4	Exceeded Typical Growth
Students with Disabilities	58.6	41	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	66.5	35	4	Exceeded Typical Growth
Black or African American	-	4	-	-
Hispanic or Latino	56.6	21	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	59.6	121	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.8	191	3	Typical Growth - High
Lowest Performing	49.2	44	2	Typical Growth - Low
High Needs	52.2	78	3	Typical Growth - High
English Learners and Former English Learners	55.0	30	3	Typical Growth - High
Low Income	54.0	35	3	Typical Growth - High
Students with Disabilities	46.6	41	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	60.7	35	4	Exceeded Typical Growth
Black or African American	-	4	-	-
Hispanic or Latino	60.4	20	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.0	123	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	71.0	75.8	4.8	73.2	33	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	71.0	75.8	4.8	73.2	33	3	Met Target
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	7.8	8.2	0.4	6.7	510	1	No Change
Lowest Performing	12.8	13.6	0.8	9.5	44	0	Declined
High Needs	11.6	13.6	2.0	9.5	213	0	Declined
English Learners and Former English Learners	6.7	20.3	13.6	3.7	59	0	Declined
Low Income	15.6	21.3	5.7	11.3	94	0	Declined
Students with Disabilities	13.9	15.7	1.8	11.4	127	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	12.5	15.1	2.6	10.4	86	0	Declined
Black or African American	-	-	-	-	25	-	-
Hispanic or Latino	13.0	23.0	10.0	8.8	61	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	28	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.9	4.2	-1.7	4.7	309	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	316	311	98	Yes	1	316	316	100	Yes	1	99	97	98	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	142	142	142	142	39	38	323	322	100	Yes	1
English Learners and Former English Learners	46	46	46	46	12	12	104	104	100	Yes	1
Low Income	57	57	57	57	18	17	132	131	99	Yes	1
Students with Disabilities	84	84	84	84	21	20	189	188	99	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	56	55	56	56	18	18	130	129	99	Yes	1
Black or African American	11	11	11	11	2	2	24	-	-	-	-
Hispanic or Latino	39	39	39	39	12	12	90	90	100	Yes	1
Multi-Race, Not Hispanic or Latino	19	19	19	19	4	4	42	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	190	186	190	190	63	61	443	437	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