Massachusetts School and District Profiles

Thomas Willett Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Thomas Willett Elementary School

Organization Information

DISTRICT NAME
Attleboro (00160000)

TITLE I STATUS
Title I School

SCHOOL
Thomas Willett Elementary School (00160035)

GRADES SERVED
K,01,02,03,04

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
39% - Moderate progress toward targets	43

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	59%	26%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	39%
	Moderate 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	-	0	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	0	8	60.0	2	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	1	4	10.0
Weighted total		1.8	7.2	-	2.1	7.6	-
Percentage of possible points		25%		-	28%		-
2026 Annual criterion-referenced target percentage		26%

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	0	4	-	4	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	0	8	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	3	4	10.0
Weighted total		1.7	7.2	-	7.1	7.6	-
Percentage of possible points		24%		-	93%		-
2025 Annual criterion-referenced target percentage		59%

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	18%	17%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	18%
	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	-	-	-
	Achievement total	0	8	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	7.6	-
Percentage of possible points		17%		-
2026 Annual criterion-referenced target percentage		17%

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	-	-	-
	Achievement total	0	8	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		1.4	7.6	-
Percentage of possible points		18%		-
2025 Annual criterion-referenced target percentage		18%

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	491.9	489.0	-2.9	495.4	149	0	Recovery Path: Declined
Lowest Performing	461.1	457.7	-3.4	466.2	20	0	Path Forward: Declined
High Needs	483.5	479.0	-4.5	486.5	81	0	Recovery Path: Declined
English Learners and Former English Learners	480.7	474.5	-6.2	483.2	34	0	Path Forward: Declined
Low Income	483.0	479.5	-3.5	487.5	61	0	Recovery Path: Declined
Students with Disabilities	475.7	466.8	-8.9	478.4	35	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	487.0	477.6	-9.4	489.5	31	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	496.9	494.2	-2.7	500.6	79	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	490.4	486.9	-3.5	493.2	149	0	Recovery Path: Declined
Lowest Performing	452.3	455.6	3.3	457.5	20	2	Recovery Path: Improved Below Target
High Needs	480.6	476.2	-4.4	482.7	81	0	Recovery Path: Declined
English Learners and Former English Learners	473.9	470.7	-3.2	477.4	34	0	Path Forward: Declined
Low Income	479.3	476.0	-3.3	482.6	61	0	Recovery Path: Declined
Students with Disabilities	474.2	464.6	-9.6	476.3	35	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	483.5	473.5	-10.0	486.1	31	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	496.3	492.8	-3.5	498.8	79	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	-	-	-	-	-	-	-
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	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.9	74	2	Typical Growth - Low
Lowest Performing	30.6	20	1	Low Growth
High Needs	43.9	45	2	Typical Growth - Low
English Learners and Former English Learners	-	17	-	-
Low Income	41.1	35	2	Typical Growth - Low
Students with Disabilities	37.7	23	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	3	-	-
Black or African American	-	12	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	0	-	-
White	51.2	38	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.5	74	3	Typical Growth - High
Lowest Performing	42.4	20	2	Typical Growth - Low
High Needs	48.1	45	2	Typical Growth - Low
English Learners and Former English Learners	-	17	-	-
Low Income	45.5	35	2	Typical Growth - Low
Students with Disabilities	42.4	23	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	3	-	-
Black or African American	-	12	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	0	-	-
White	50.4	38	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	72.7	88.4	15.7	74.9	43	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	72.7	88.4	15.7	74.9	43	4	Exceeded 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	15.3	12.1	-3.2	13.8	307	4	Exceeded Target
Lowest Performing	15.0	15.0	0.0	10.4	20	1	No Change
High Needs	21.8	18.0	-3.8	19.4	178	4	Exceeded Target
English Learners and Former English Learners	22.0	20.3	-1.7	18.5	64	2	Improved Below Target
Low Income	24.4	20.7	-3.7	21.2	145	3	Met Target
Students with Disabilities	21.9	21.9	0.0	18.3	64	1	No Change
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	32	-	-
Hispanic or Latino	24.2	25.7	1.5	20.0	70	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	10.8	8.9	-1.9	9.0	169	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	153	152	99	Yes	1	153	152	99	Yes	1	0	-	-	-	-

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	85	84	85	84	0	0	170	168	99	Yes	1
English Learners and Former English Learners	34	34	34	34	0	0	68	68	100	Yes	1
Low Income	64	63	64	63	0	0	128	126	98	Yes	1
Students with Disabilities	36	36	36	36	0	0	72	72	100	Yes	1
American Indian or Alaska Native	2	2	2	2	0	0	4	-	-	-	-
Asian	5	5	5	5	0	0	10	-	-	-	-
Black or African American	22	22	22	22	0	0	44	44	100	Yes	1
Hispanic or Latino	32	31	32	31	0	0	64	62	97	Yes	1
Multi-Race, Not Hispanic or Latino	10	10	10	10	0	0	20	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	81	81	81	81	0	0	162	162	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