Massachusetts School and District Profiles

Crocker Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Crocker Elementary

Organization Information

DISTRICT NAME
Fitchburg (00970000)

TITLE I STATUS
Title I School

SCHOOL
Crocker Elementary (00970016)

GRADES SERVED
01,02,03,04,05

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
30% - Moderate progress toward targets	25

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	55%	13%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	30%
	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	-	0	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	0	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		1.3	9.6	-	0.9	7.6	-
Percentage of possible points		14%		-	12%		-
2026 Annual criterion-referenced target percentage		13%

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	2	4	-	3	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	5	12	60.0	5	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		4.7	9.6	-	4.7	7.6	-
Percentage of possible points		49%		-	62%		-
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	28%	12%
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	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		1.2	10.3	-
Percentage of possible points		12%		-
2026 Annual criterion-referenced target percentage		12%

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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		2.9	10.3	-
Percentage of possible points		28%		-
2025 Annual criterion-referenced target percentage		28%

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	489.4	486.6	-2.8	492.4	425	0	Recovery Path: Declined
Lowest Performing	461.7	460.7	-1.0	466.8	49	0	Path Forward: Declined
High Needs	485.3	482.3	-3.0	488.2	347	0	Recovery Path: Declined
English Learners and Former English Learners	478.4	474.5	-3.9	481.4	140	0	Recovery Path: Declined
Low Income	485.9	482.9	-3.0	489.0	308	0	Recovery Path: Declined
Students with Disabilities	466.6	467.9	1.3	469.5	109	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	15	-	-
Black or African American	484.3	483.6	-0.7	487.6	46	0	Path Forward: Declined
Hispanic or Latino	485.5	482.3	-3.2	488.5	229	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	30	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.4	495.2	-1.2	499.9	101	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	496.9	492.3	-4.6	500.0	424	0	Recovery Path: Declined
Lowest Performing	470.0	469.1	-0.9	476.7	49	0	Recovery Path: Declined
High Needs	492.9	487.9	-5.0	495.4	346	0	Recovery Path: Declined
English Learners and Former English Learners	488.0	482.9	-5.1	491.3	140	0	Recovery Path: Declined
Low Income	492.7	488.5	-4.2	495.4	308	0	Recovery Path: Declined
Students with Disabilities	473.5	471.9	-1.6	478.0	109	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	15	-	-
Black or African American	493.9	488.6	-5.3	497.2	46	0	Path Forward: Declined
Hispanic or Latino	492.9	487.7	-5.2	495.9	229	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	30	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.5	500.5	-2.0	506.0	100	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	490.5	486.9	-3.6	494.1	127	0	Path Forward: Declined
Lowest Performing	-	-	-	-	23	-	-
High Needs	487.1	482.1	-5.0	490.9	105	0	Path Forward: Declined
English Learners and Former English Learners	481.1	472.3	-8.8	485.2	52	0	Path Forward: Declined
Low Income	487.7	482.2	-5.5	491.7	98	0	Path Forward: Declined
Students with Disabilities	469.7	465.9	-3.8	473.5	29	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	487.3	481.4	-5.9	490.9	72	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.6	498.5	-0.1	502.3	30	1	Path Forward: No Change

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.8	251	2	Typical Growth - Low
Lowest Performing	33.1	49	1	Low Growth
High Needs	41.3	206	2	Typical Growth - Low
English Learners and Former English Learners	34.6	80	1	Low Growth
Low Income	42.2	185	2	Typical Growth - Low
Students with Disabilities	32.6	58	1	Low Growth
American Indian or Alaska Native	-	2	-	-
Asian	-	7	-	-
Black or African American	35.3	30	1	Low Growth
Hispanic or Latino	40.6	132	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.4	62	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.7	256	2	Typical Growth - Low
Lowest Performing	37.8	49	1	Low Growth
High Needs	47.4	211	2	Typical Growth - Low
English Learners and Former English Learners	46.5	85	2	Typical Growth - Low
Low Income	48.1	190	2	Typical Growth - Low
Students with Disabilities	42.9	58	2	Typical Growth - Low
American Indian or Alaska Native	-	3	-	-
Asian	-	7	-	-
Black or African American	47.7	32	2	Typical Growth - Low
Hispanic or Latino	44.4	134	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.2	62	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	50.4	49.4	-1.0	54.4	178	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	50.4	49.4	-1.0	54.4	178	1	No Change
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	28.9	25.7	-3.2	27.4	775	4	Exceeded Target
Lowest Performing	32.7	26.5	-6.2	28.1	49	4	Exceeded Target
High Needs	31.8	29.1	-2.7	29.4	650	3	Met Target
English Learners and Former English Learners	32.4	29.8	-2.6	28.9	252	2	Improved Below Target
Low Income	33.3	30.4	-2.9	30.1	579	3	Met Target
Students with Disabilities	34.8	35.1	0.3	31.2	191	1	No Change
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	25	-	-
Black or African American	9.7	14.4	4.7	6.1	97	0	Declined
Hispanic or Latino	35.0	31.0	-4.0	30.8	432	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	43	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	24.3	20.9	-3.4	22.5	172	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	451	445	99	Yes	1	448	446	100	Yes	1	136	134	99	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	373	367	370	368	114	112	857	847	99	Yes	1
English Learners and Former English Learners	155	151	154	154	57	57	366	362	99	Yes	1
Low Income	332	327	330	328	106	104	768	759	99	Yes	1
Students with Disabilities	119	117	119	117	32	30	270	264	98	Yes	1
American Indian or Alaska Native	4	4	4	4	0	0	8	-	-	-	-
Asian	16	16	16	16	5	5	37	-	-	-	-
Black or African American	53	53	53	53	16	16	122	122	100	Yes	1
Hispanic or Latino	242	238	240	240	77	77	559	555	99	Yes	1
Multi-Race, Not Hispanic or Latino	31	30	31	30	7	6	69	66	96	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	105	104	104	103	31	30	240	237	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