Massachusetts School and District Profiles

Knox Trail Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Knox Trail Middle School

Organization Information

DISTRICT NAME
Spencer-E Brookfield (07670000)

TITLE I STATUS
Title I School

SCHOOL
Knox Trail Middle School (07670415)

GRADES SERVED
05,06,07,08

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
32% - Moderate progress toward targets	11

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	51%	20%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	32%
	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	0	4	-	-	-	-
	Achievement total	0	12	67.5	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		0.9	10.3	-	2.3	7.6	-
Percentage of possible points		9%		-	30%		-
2026 Annual criterion-referenced target percentage		20%

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	-	2	4	-
	Mathematics achievement	2	4	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	67.5	5	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	22.5	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		4.0	10.3	-	4.8	7.6	-
Percentage of possible points		39%		-	63%		-
2025 Annual criterion-referenced target percentage		51%

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	32%	22%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	26%
	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	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.3	10.3	-
Percentage of possible points		22%		-
2026 Annual criterion-referenced target percentage		22%

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	2	4	-
	Mathematics achievement	1	4	-
	Science achievement	0	4	-
	Achievement total	3	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		3.3	10.3	-
Percentage of possible points		32%		-
2025 Annual criterion-referenced target percentage		32%

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	483.1	479.8	-3.3	485.6	373	0	Recovery Path: Declined
Lowest Performing	456.9	456.2	-0.7	463.9	59	0	Recovery Path: Declined
High Needs	477.9	475.0	-2.9	480.5	219	0	Recovery Path: Declined
English Learners and Former English Learners	470.8	472.5	1.7	473.9	36	2	Recovery Path: Improved Below Target
Low Income	479.0	475.4	-3.6	482.2	175	0	Recovery Path: Declined
Students with Disabilities	466.0	467.0	1.0	468.9	77	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	478.3	476.1	-2.2	481.7	88	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	483.6	480.4	-3.2	486.3	248	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	483.3	482.6	-0.7	485.7	371	0	Recovery Path: Declined
Lowest Performing	461.2	462.1	0.9	465.4	59	2	Recovery Path: Improved Below Target
High Needs	478.5	477.4	-1.1	480.7	222	0	Recovery Path: Declined
English Learners and Former English Learners	469.9	471.4	1.5	474.1	36	2	Recovery Path: Improved Below Target
Low Income	479.6	478.0	-1.6	482.1	178	0	Recovery Path: Declined
Students with Disabilities	470.3	468.9	-1.4	472.9	75	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	474.6	475.2	0.6	477.6	89	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	485.6	484.3	-1.3	488.0	245	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	485.4	482.0	-3.4	489.7	179	0	Path Forward: Declined
Lowest Performing	-	-	-	-	21	-	-
High Needs	478.7	479.1	0.4	483.0	111	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	478.5	480.7	2.2	482.6	88	2	Path Forward: Improved Below Target
Students with Disabilities	466.2	470.0	3.8	470.2	43	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	476.6	480.2	3.6	480.5	48	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.5	482.2	-5.3	492.4	113	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.7	357	2	Typical Growth - Low
Lowest Performing	43.0	59	2	Typical Growth - Low
High Needs	40.6	207	2	Typical Growth - Low
English Learners and Former English Learners	49.1	34	2	Typical Growth - Low
Low Income	39.6	167	1	Low Growth
Students with Disabilities	41.5	68	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	-	7	-	-
Black or African American	-	12	-	-
Hispanic or Latino	43.8	83	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	40.8	242	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	43.4	351	2	Typical Growth - Low
Lowest Performing	43.0	59	2	Typical Growth - Low
High Needs	40.1	209	2	Typical Growth - Low
English Learners and Former English Learners	35.8	35	1	Low Growth
Low Income	40.3	169	2	Typical Growth - Low
Students with Disabilities	35.3	66	1	Low Growth
American Indian or Alaska Native	-	0	-	-
Asian	-	7	-	-
Black or African American	-	13	-	-
Hispanic or Latino	40.9	82	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.8	236	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	-	-	-	-	-	-	-
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	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	12.9	13.8	0.9	10.7	419	0	Declined
Lowest Performing	17.6	22.0	4.4	12.7	59	0	Declined
High Needs	16.7	18.3	1.6	14.2	257	0	Declined
English Learners and Former English Learners	11.1	16.3	5.2	7.8	49	0	Declined
Low Income	17.6	21.0	3.4	14.9	210	0	Declined
Students with Disabilities	20.9	16.0	-4.9	16.6	81	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	17.7	21.7	4.0	13.9	106	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	12.6	11.5	-1.1	9.7	269	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	405	388	96	Yes	1	404	385	95	Yes	1	202	188	95	Yes	2

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	249	233	248	235	132	119	629	587	95	Yes	2
English Learners and Former English Learners	47	45	47	44	20	20	114	109	96	Yes	1
Low Income	201	188	200	190	108	95	509	473	95	Yes	2
Students with Disabilities	85	81	84	79	51	47	220	207	96	Yes	2
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	7	7	7	7	3	3	17	-	-	-	-
Black or African American	17	16	17	16	8	8	42	-	-	-	-
Hispanic or Latino	100	98	100	98	56	52	256	248	97	Yes	1
Multi-Race, Not Hispanic or Latino	15	14	15	14	7	7	37	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	265	252	264	249	127	117	656	618	96	Yes	2

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