Massachusetts School and District Profiles

John A. Crisafulli Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - John A. Crisafulli Elementary School

Organization Information

DISTRICT NAME
Westford (03260000)

TITLE I STATUS
Non-Title I School

SCHOOL
John A. Crisafulli Elementary School (03260045)

GRADES SERVED
03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
47% - Moderate progress toward targets	80

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	65%	34%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	47%
	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	3	4	-	-	-	-
	Achievement total	3	12	67.5	2	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	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	4	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	1	4	10.0
Weighted total		3.8	10.3	-	2.4	7.6	-
Percentage of possible points		37%		-	32%		-
2026 Annual criterion-referenced target percentage		34%

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	-	4	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	7	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		6.1	10.3	-	5.4	7.6	-
Percentage of possible points		59%		-	71%		-
2025 Annual criterion-referenced target percentage		65%

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	57%	15%
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		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	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	10.3	-
Percentage of possible points		15%		-
2026 Annual criterion-referenced target percentage		15%

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	3	4	-
	Mathematics achievement	0	4	-
	Science achievement	4	4	-
	Achievement total	7	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.9	10.3	-
Percentage of possible points		57%		-
2025 Annual criterion-referenced target percentage		57%

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	501.1	499.7	-1.4	503.9	353	0	Recovery Path: Declined
Lowest Performing	475.4	474.4	-1.0	480.1	54	0	Recovery Path: Declined
High Needs	490.2	486.0	-4.2	492.9	121	0	Recovery Path: Declined
English Learners and Former English Learners	497.6	498.2	0.6	501.2	35	3	Recovery Path: Met Target
Low Income	491.1	484.2	-6.9	493.2	33	0	Path Forward: Declined
Students with Disabilities	483.7	477.3	-6.4	486.1	77	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	509.2	506.8	-2.4	512.1	118	3	Recovery Path: Met Target
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	490.0	484.1	-5.9	492.6	25	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.9	497.9	-1.0	501.6	188	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	505.7	504.1	-1.6	507.6	354	0	Recovery Path: Declined
Lowest Performing	470.1	472.7	2.6	475.2	54	2	Recovery Path: Improved Below Target
High Needs	490.9	487.2	-3.7	492.9	121	0	Recovery Path: Declined
English Learners and Former English Learners	509.4	510.0	0.6	513.4	35	3	Recovery Path: Met Target
Low Income	483.7	480.9	-2.8	486.1	33	0	Path Forward: Declined
Students with Disabilities	484.0	475.6	-8.4	486.2	77	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	520.0	517.8	-2.2	522.5	119	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	487.0	481.9	-5.1	489.9	25	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.1	499.7	-1.4	503.3	188	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	511.4	507.4	-4.0	512.8	116	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	24	-	-
High Needs	497.8	495.6	-2.2	501.3	43	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	-	-	-	-	9	-	-
Students with Disabilities	494.8	481.0	-13.8	499.0	24	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	519.5	517.3	-2.2	520.5	46	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.1	502.4	-7.7	512.0	60	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.0	224	3	Typical Growth - High
Lowest Performing	42.7	54	2	Typical Growth - Low
High Needs	43.2	78	2	Typical Growth - Low
English Learners and Former English Learners	61.6	24	4	Exceeded Typical Growth
Low Income	-	17	-	-
Students with Disabilities	36.1	50	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	54.7	73	3	Typical Growth - High
Black or African American	-	5	-	-
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.6	125	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.3	225	3	Typical Growth - High
Lowest Performing	44.9	54	2	Typical Growth - Low
High Needs	51.8	78	3	Typical Growth - High
English Learners and Former English Learners	70.2	24	4	Exceeded Typical Growth
Low Income	-	17	-	-
Students with Disabilities	43.1	50	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	65.0	73	4	Exceeded Typical Growth
Black or African American	-	5	-	-
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.4	126	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	8.4	5.4	-3.0	7.3	367	4	Exceeded Target
Lowest Performing	9.3	9.3	0.0	6.0	54	1	No Change
High Needs	13.3	8.7	-4.6	11.2	127	4	Exceeded Target
English Learners and Former English Learners	5.9	5.4	-0.5	2.9	37	3	Met Target
Low Income	28.9	15.8	-13.1	24.6	38	4	Exceeded Target
Students with Disabilities	9.8	10.0	0.2	7.3	80	1	No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	5.7	2.5	-3.2	3.6	121	4	Exceeded Target
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	34.8	20.7	-14.1	30.6	29	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	6.6	4.6	-2.0	5.4	194	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	363	354	98	Yes	1	363	359	99	Yes	1	118	116	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	126	121	126	125	43	43	295	289	98	Yes	1
English Learners and Former English Learners	36	32	36	36	17	17	89	85	96	Yes	1
Low Income	36	36	36	36	9	9	81	81	100	Yes	1
Students with Disabilities	80	79	80	79	24	24	184	182	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	120	116	120	120	46	46	286	282	99	Yes	1
Black or African American	15	15	15	15	1	1	31	-	-	-	-
Hispanic or Latino	27	27	27	27	7	7	61	61	100	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	2	2	18	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	193	188	193	189	62	60	448	437	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