Massachusetts School and District Profiles

Hancock

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Hancock

Organization Information

DISTRICT NAME
Brockton (00440000)

TITLE I STATUS
Title I School

SCHOOL
Hancock (00440045)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Low student group performance: White

Progress toward improvement targets	Accountability percentile
37% - Moderate progress toward targets	8

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	49%	30%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	37%
	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	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	2	4	10.0
Weighted total		1.4	9.6	-	3.4	7.6	-
Percentage of possible points		15%		-	45%		-
2026 Annual criterion-referenced target percentage		30%

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	0	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	3	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		3.4	9.6	-	4.7	7.6	-
Percentage of possible points		35%		-	62%		-
2025 Annual criterion-referenced target percentage		49%

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	26%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	17%
	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	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		1.1	10.3	-
Percentage of possible points		11%		-
2026 Annual criterion-referenced target percentage		11%

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	2	4	-
	Achievement total	2	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		2.7	10.3	-
Percentage of possible points		26%		-
2025 Annual criterion-referenced target percentage		26%

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	480.5	479.5	-1.0	483.3	314	0	Recovery Path: Declined
Lowest Performing	454.3	458.3	4.0	459.4	41	2	Path Forward: Improved Below Target
High Needs	476.8	475.4	-1.4	479.4	236	0	Recovery Path: Declined
English Learners and Former English Learners	469.2	469.6	0.4	473.1	103	2	Recovery Path: Improved Below Target
Low Income	476.9	476.7	-0.2	479.7	203	1	Recovery Path: No Change
Students with Disabilities	474.2	467.2	-7.0	478.3	62	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	480.0	479.4	-0.6	482.8	167	0	Recovery Path: Declined
Hispanic or Latino	473.7	473.0	-0.7	477.6	71	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.7	486.6	-3.1	492.9	53	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	477.6	474.8	-2.8	480.5	314	0	Recovery Path: Declined
Lowest Performing	452.3	455.5	3.2	456.8	41	2	Recovery Path: Improved Below Target
High Needs	474.5	471.7	-2.8	477.3	236	0	Recovery Path: Declined
English Learners and Former English Learners	469.4	468.8	-0.6	472.2	103	0	Recovery Path: Declined
Low Income	475.1	472.2	-2.9	478.1	203	0	Recovery Path: Declined
Students with Disabilities	468.3	461.2	-7.1	472.0	62	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	476.7	473.2	-3.5	479.5	167	0	Recovery Path: Declined
Hispanic or Latino	471.0	470.4	-0.6	474.6	71	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.6	483.8	-3.8	490.2	53	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	482.4	481.8	-0.6	484.8	116	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	24	-	-
High Needs	481.6	477.8	-3.8	485.9	90	0	Path Forward: Declined
English Learners and Former English Learners	472.5	470.3	-2.2	476.7	35	0	Path Forward: Declined
Low Income	483.3	477.1	-6.2	485.7	75	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	28	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	486.5	481.6	-4.9	488.9	62	0	Recovery Path: Declined
Hispanic or Latino	-	-	-	-	27	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	21	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.5	182	2	Typical Growth - Low
Lowest Performing	39.7	41	1	Low Growth
High Needs	45.9	136	2	Typical Growth - Low
English Learners and Former English Learners	41.3	58	2	Typical Growth - Low
Low Income	48.0	118	2	Typical Growth - Low
Students with Disabilities	36.8	35	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	48.8	96	2	Typical Growth - Low
Hispanic or Latino	49.1	43	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	40.1	28	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	40.6	187	2	Typical Growth - Low
Lowest Performing	36.4	41	1	Low Growth
High Needs	40.5	140	2	Typical Growth - Low
English Learners and Former English Learners	38.9	62	1	Low Growth
Low Income	40.3	121	2	Typical Growth - Low
Students with Disabilities	38.3	35	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	41.1	101	2	Typical Growth - Low
Hispanic or Latino	44.7	43	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	37.1	28	1	Low Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	50.0	57.8	7.8	54.0	154	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	50.0	57.8	7.8	54.0	154	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	21.9	21.4	-0.5	19.7	575	2	Improved Below Target
Lowest Performing	23.3	22.0	-1.3	18.4	41	2	Improved Below Target
High Needs	22.5	22.0	-0.5	20.0	450	2	Improved Below Target
English Learners and Former English Learners	20.2	15.5	-4.7	16.9	206	4	Exceeded Target
Low Income	23.0	22.3	-0.7	20.3	395	2	Improved Below Target
Students with Disabilities	24.2	25.0	0.8	19.9	116	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	15.0	16.4	1.4	11.4	323	0	Declined
Hispanic or Latino	31.1	35.7	4.6	27.3	140	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	29	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	28.7	13.7	-15.0	25.8	73	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	332	332	100	Yes	1	334	334	100	Yes	1	126	126	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	253	253	255	255	99	99	607	607	100	Yes	1
English Learners and Former English Learners	118	118	119	119	42	42	279	279	100	Yes	1
Low Income	217	217	219	219	83	83	519	519	100	Yes	1
Students with Disabilities	63	63	63	63	29	29	155	155	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	7	7	7	7	5	5	19	-	-	-	-
Black or African American	181	181	182	182	69	69	432	432	100	Yes	1
Hispanic or Latino	74	74	75	75	29	29	178	178	100	Yes	1
Multi-Race, Not Hispanic or Latino	17	17	17	17	2	2	36	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	53	53	53	53	21	21	127	127	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