Massachusetts School and District Profiles

Crocker Farm Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Crocker Farm Elementary

Organization Information

DISTRICT NAME
Amherst (00080000)

TITLE I STATUS
Non-Title I School

SCHOOL
Crocker Farm Elementary (00080009)

GRADES SERVED
PK,K,01,02,03,04,05,06

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
50% - Substantial progress toward targets	73

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	57%	46%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	50%
	Substantial 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	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	22.5	7	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	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	1	4	10.0
Weighted total		1.7	10.3	-	5.7	7.6	-
Percentage of possible points		17%		-	75%		-
2026 Annual criterion-referenced target percentage		46%

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	0	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	22.5	7	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		4.1	10.3	-	5.6	7.6	-
Percentage of possible points		40%		-	74%		-
2025 Annual criterion-referenced target percentage		57%

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	54%	20%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	33%
	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	-	-	-
	Achievement total	0	8	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		1.5	7.6	-
Percentage of possible points		20%		-
2026 Annual criterion-referenced target percentage		20%

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	4	4	-
	Mathematics achievement	0	4	-
	Science achievement	-	-	-
	Achievement total	4	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		4.1	7.6	-
Percentage of possible points		54%		-
2025 Annual criterion-referenced target percentage		54%

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	503.1	498.3	-4.8	505.4	169	0	Path Forward: Declined
Lowest Performing	477.0	478.5	1.5	482.1	28	2	Path Forward: Improved Below Target
High Needs	493.0	483.3	-9.7	495.9	79	0	Path Forward: Declined
English Learners and Former English Learners	483.2	476.1	-7.1	485.7	25	0	Path Forward: Declined
Low Income	493.8	479.6	-14.2	496.2	46	0	Path Forward: Declined
Students with Disabilities	489.9	482.2	-7.7	493.2	30	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	16	-	-
Black or African American	490.3	481.0	-9.3	493.6	28	0	Path Forward: Declined
Hispanic or Latino	492.1	493.6	1.5	494.6	26	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	512.4	506.8	-5.6	514.8	79	3	Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	502.4	497.7	-4.7	504.9	168	0	Path Forward: Declined
Lowest Performing	474.7	480.5	5.8	479.8	28	4	Path Forward: Exceeded Target
High Needs	491.7	484.3	-7.4	494.4	78	0	Path Forward: Declined
English Learners and Former English Learners	487.5	480.1	-7.4	491.0	24	0	Path Forward: Declined
Low Income	489.0	483.0	-6.0	491.8	45	0	Path Forward: Declined
Students with Disabilities	490.3	479.5	-10.8	493.7	30	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	16	-	-
Black or African American	488.5	483.2	-5.3	491.8	27	0	Path Forward: Declined
Hispanic or Latino	490.5	491.5	1.0	493.1	26	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	511.4	503.8	-7.6	514.2	79	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	504.1	499.2	-4.9	507.7	49	0	Path Forward: Declined
Lowest Performing	-	-	-	-	12	-	-
High Needs	-	-	-	-	17	-	-
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	11	-	-
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	511.8	511.2	-0.6	515.5	20	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.3	122	3	Typical Growth - High
Lowest Performing	52.2	28	3	Typical Growth - High
High Needs	46.6	50	2	Typical Growth - Low
English Learners and Former English Learners	-	13	-	-
Low Income	40.4	30	2	Typical Growth - Low
Students with Disabilities	47.1	20	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	14	-	-
Black or African American	-	17	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	55.8	59	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	59.3	125	3	Typical Growth - High
Lowest Performing	60.2	28	4	Exceeded Typical Growth
High Needs	55.7	53	3	Typical Growth - High
English Learners and Former English Learners	-	15	-	-
Low Income	53.1	32	3	Typical Growth - High
Students with Disabilities	58.1	21	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	14	-	-
Black or African American	-	18	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	55.7	61	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	-	-	-	-	-	-	-
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	12.3	10.6	-1.7	10.8	273	3	Met Target
Lowest Performing	21.4	21.4	0.0	16.8	28	1	No Change
High Needs	18.5	12.2	-6.3	16.1	131	4	Exceeded Target
English Learners and Former English Learners	20.0	16.7	-3.3	16.5	48	3	Met Target
Low Income	19.7	14.1	-5.6	16.5	85	4	Exceeded Target
Students with Disabilities	23.4	10.2	-13.2	19.8	49	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	28	-	-
Black or African American	16.2	18.4	2.2	12.6	38	0	Declined
Hispanic or Latino	22.7	19.6	-3.1	18.5	46	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	27	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	7.9	7.6	-0.3	6.1	132	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	175	173	99	Yes	1	174	174	100	Yes	1	51	51	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	83	82	82	82	19	19	184	183	99	Yes	1
English Learners and Former English Learners	26	25	25	25	4	4	55	54	98	Yes	1
Low Income	49	49	48	48	13	13	110	110	100	Yes	1
Students with Disabilities	32	32	32	32	9	9	73	73	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	17	17	17	17	8	8	42	-	-	-	-
Black or African American	28	28	27	27	8	8	63	63	100	Yes	1
Hispanic or Latino	27	26	27	27	6	6	60	59	98	Yes	1
Multi-Race, Not Hispanic or Latino	19	19	19	19	7	7	45	-	-	-	-
Native Hawaiian or Other Pacific Islander	2	2	2	2	1	1	5	-	-	-	-
White	81	80	81	81	21	21	183	182	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