Massachusetts School and District Profiles

Harris Brook Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Harris Brook Elementary School

Organization Information

DISTRICT NAME
Ludlow (01610000)

TITLE I STATUS
Title I School

SCHOOL
Harris Brook Elementary School (01610665)

GRADES SERVED
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
28% - 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	35%	23%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	28%
	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	1	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	60.0	2	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	3	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	3	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		1.7	9.6	-	2.2	7.6	-
Percentage of possible points		18%		-	29%		-
2026 Annual criterion-referenced target percentage		23%

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	-	1	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	3	12	60.0	3	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	3	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	2	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	2	4	10.0
Weighted total		3.0	9.6	-	2.9	7.6	-
Percentage of possible points		31%		-	38%		-
2025 Annual criterion-referenced target percentage		35%

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	35%	21%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	27%
	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	0	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		2.2	10.3	-
Percentage of possible points		21%		-
2026 Annual criterion-referenced target percentage		21%

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	1	4	-
	Mathematics achievement	0	4	-
	Science achievement	3	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		3.6	10.3	-
Percentage of possible points		35%		-
2025 Annual criterion-referenced target percentage		35%

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	486.0	484.1	-1.9	488.3	421	0	Path Forward: Declined
Lowest Performing	463.2	460.5	-2.7	468.3	64	0	Path Forward: Declined
High Needs	480.6	478.2	-2.4	483.5	243	0	Path Forward: Declined
English Learners and Former English Learners	482.4	479.8	-2.6	484.9	58	0	Path Forward: Declined
Low Income	482.3	480.6	-1.7	484.7	162	0	Path Forward: Declined
Students with Disabilities	471.5	466.7	-4.8	474.8	106	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	481.2	480.8	-0.4	483.7	79	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	486.2	480.4	-5.8	488.5	21	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.1	485.5	-1.6	489.5	298	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	489.3	489.3	0.0	491.8	424	1	Path Forward: No Change
Lowest Performing	465.5	468.9	3.4	470.6	64	2	Path Forward: Improved Below Target
High Needs	482.5	483.6	1.1	485.2	244	2	Path Forward: Improved Below Target
English Learners and Former English Learners	488.7	486.3	-2.4	492.2	60	0	Path Forward: Declined
Low Income	482.8	484.8	2.0	485.6	163	2	Path Forward: Improved Below Target
Students with Disabilities	472.6	473.9	1.3	476.0	106	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	483.2	486.3	3.1	485.8	82	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	485.9	489.5	3.6	488.4	20	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.8	490.2	-0.6	493.6	299	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	485.9	481.9	-4.0	489.5	143	0	Path Forward: Declined
Lowest Performing	-	-	-	-	28	-	-
High Needs	479.8	478.4	-1.4	483.6	82	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	481.1	481.3	0.2	485.1	57	2	Path Forward: Improved Below Target
Students with Disabilities	471.0	470.6	-0.4	474.8	36	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	476.4	479.2	2.8	480.0	22	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.4	483.2	-4.2	491.1	107	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	36.7	276	1	Low Growth
Lowest Performing	30.8	64	1	Low Growth
High Needs	34.1	148	1	Low Growth
English Learners and Former English Learners	36.8	32	1	Low Growth
Low Income	34.2	99	1	Low Growth
Students with Disabilities	30.9	69	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	7	-	-
Hispanic or Latino	39.7	48	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	36.4	197	1	Low Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.4	281	2	Typical Growth - Low
Lowest Performing	45.5	64	2	Typical Growth - Low
High Needs	42.4	152	2	Typical Growth - Low
English Learners and Former English Learners	41.2	35	2	Typical Growth - Low
Low Income	42.3	102	2	Typical Growth - Low
Students with Disabilities	42.8	70	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	7	-	-
Hispanic or Latino	46.8	52	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	40.7	199	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	70.2	72.7	2.5	72.4	55	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	70.2	72.7	2.5	72.4	55	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	7.6	7.3	-0.3	6.1	591	2	Improved Below Target
Lowest Performing	13.2	10.9	-2.3	8.6	64	2	Improved Below Target
High Needs	11.2	10.3	-0.9	8.8	340	2	Improved Below Target
English Learners and Former English Learners	8.1	4.5	-3.6	4.6	89	3	Met Target
Low Income	13.0	14.0	1.0	9.8	243	0	Declined
Students with Disabilities	12.6	10.9	-1.7	9.0	138	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	13.1	14.5	1.4	8.9	110	0	Declined
Multi-Race, Not Hispanic or Latino	3.1	6.5	3.4	1.6	31	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.6	5.6	-1.0	4.8	413	2	Improved Below 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	432	429	99	Yes	1	434	434	100	Yes	1	147	144	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	252	251	254	254	86	83	592	588	99	Yes	1
English Learners and Former English Learners	66	65	67	67	17	17	150	149	99	Yes	1
Low Income	171	170	173	173	60	58	404	401	99	Yes	1
Students with Disabilities	108	107	108	108	38	36	254	251	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	15	15	15	15	3	3	33	-	-	-	-
Black or African American	11	11	11	11	3	3	25	-	-	-	-
Hispanic or Latino	84	82	85	85	22	22	191	189	99	Yes	1
Multi-Race, Not Hispanic or Latino	22	22	22	22	8	8	52	52	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	300	299	301	301	111	108	712	708	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