Massachusetts School and District Profiles

Ashfield Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Ashfield Middle School

Organization Information

DISTRICT NAME
Brockton (00440000)

TITLE I STATUS
Title I School

SCHOOL
Ashfield Middle School (00440421)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
63% - Substantial progress toward targets	50

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	52%	71%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	63%
	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	2	4	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	8	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	3	4	10.0
Weighted total		4.7	9.6	-	7.1	7.6	-
Percentage of possible points		49%		-	93%		-
2026 Annual criterion-referenced target percentage		71%

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	-	4	4	-
	Mathematics achievement	0	4	-	1	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	2	4	10.0
Weighted total		4.0	9.6	-	4.7	7.6	-
Percentage of possible points		42%		-	62%		-
2025 Annual criterion-referenced target percentage		52%

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	40%	46%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	43%
	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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	4	4	-
	Growth total	8	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		4.7	10.3	-
Percentage of possible points		46%		-
2026 Annual criterion-referenced target percentage		46%

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	0	4	-
	Science achievement	2	4	-
	Achievement total	4	12	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	10.3	-
Percentage of possible points		40%		-
2025 Annual criterion-referenced target percentage		40%

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	488.3	489.0	0.7	490.8	394	2	Recovery Path: Improved Below Target
Lowest Performing	455.7	462.2	6.5	460.8	50	4	Path Forward: Exceeded Target
High Needs	482.9	484.4	1.5	485.7	292	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	471.7	476.7	5.0	475.4	151	4	Path Forward: Exceeded Target
Low Income	484.2	485.4	1.2	486.6	243	2	Recovery Path: Improved Below Target
Students with Disabilities	470.2	480.6	10.4	473.1	86	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	10	-	-
Black or African American	482.0	482.8	0.8	485.3	224	2	Path Forward: Improved Below Target
Hispanic or Latino	491.0	490.6	-0.4	494.3	55	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.1	499.7	0.6	502.6	88	2	Path Forward: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	489.1	491.3	2.2	492.3	397	2	Path Forward: Improved Below Target
Lowest Performing	459.3	469.8	10.5	463.9	50	4	Recovery Path: Exceeded Target
High Needs	484.5	486.6	2.1	487.8	295	2	Path Forward: Improved Below Target
English Learners and Former English Learners	476.8	482.2	5.4	480.3	150	4	Path Forward: Exceeded Target
Low Income	486.0	487.0	1.0	488.8	246	2	Path Forward: Improved Below Target
Students with Disabilities	474.3	478.4	4.1	478.0	88	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	10	-	-
Black or African American	483.4	486.3	2.9	486.9	224	2	Path Forward: Improved Below Target
Hispanic or Latino	488.5	492.3	3.8	491.6	57	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.7	498.9	-0.8	503.4	89	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	486.2	484.7	-1.5	490.5	146	0	Path Forward: Declined
Lowest Performing	-	-	-	-	32	-	-
High Needs	481.7	480.2	-1.5	486.0	108	0	Path Forward: Declined
English Learners and Former English Learners	474.2	471.7	-2.5	478.4	59	0	Path Forward: Declined
Low Income	483.1	480.6	-2.5	487.2	92	0	Path Forward: Declined
Students with Disabilities	472.9	482.4	9.5	475.7	25	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	482.4	478.4	-4.0	486.5	87	0	Path Forward: Declined
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.7	493.2	-1.5	499.6	29	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.9	337	4	Exceeded Typical Growth
Lowest Performing	56.6	49	3	Typical Growth - High
High Needs	62.3	235	4	Exceeded Typical Growth
English Learners and Former English Learners	64.3	112	4	Exceeded Typical Growth
Low Income	62.4	192	4	Exceeded Typical Growth
Students with Disabilities	62.3	57	4	Exceeded Typical Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	9	-	-
Black or African American	61.0	179	4	Exceeded Typical Growth
Hispanic or Latino	60.6	50	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	63.5	82	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	64.4	346	4	Exceeded Typical Growth
Lowest Performing	59.2	49	3	Typical Growth - High
High Needs	62.4	244	4	Exceeded Typical Growth
English Learners and Former English Learners	63.3	117	4	Exceeded Typical Growth
Low Income	62.7	201	4	Exceeded Typical Growth
Students with Disabilities	56.4	59	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	9	-	-
Black or African American	63.5	185	4	Exceeded Typical Growth
Hispanic or Latino	65.2	52	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	64.8	83	4	Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	53.3	64.6	11.3	58.5	99	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	53.3	64.6	11.3	58.5	99	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	9.9	8.3	-1.6	7.7	423	3	Met Target
Lowest Performing	12.1	8.0	-4.1	7.2	50	3	Met Target
High Needs	11.3	10.3	-1.0	8.8	319	2	Improved Below Target
English Learners and Former English Learners	7.4	6.0	-1.4	4.1	168	4	Exceeded Target
Low Income	12.3	12.0	-0.3	9.6	266	2	Improved Below Target
Students with Disabilities	13.8	13.5	-0.3	9.5	89	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	5.5	3.3	-2.2	1.9	243	4	Exceeded Target
Hispanic or Latino	19.0	13.6	-5.4	15.2	59	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	18.0	18.5	0.5	15.1	92	1	No Change

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	415	410	99	Yes	1	415	413	100	Yes	1	151	150	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	312	307	312	310	113	112	737	729	99	Yes	1
English Learners and Former English Learners	163	163	163	162	62	62	388	387	100	Yes	1
Low Income	259	254	259	257	95	94	613	605	99	Yes	1
Students with Disabilities	90	87	90	89	26	25	206	201	98	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	12	12	12	12	6	6	30	-	-	-	-
Black or African American	237	236	237	236	90	90	564	562	100	Yes	1
Hispanic or Latino	58	56	58	58	19	19	135	133	99	Yes	1
Multi-Race, Not Hispanic or Latino	17	17	17	17	5	5	39	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	90	88	90	89	30	29	210	206	98	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