Massachusetts School and District Profiles

Briggs Elementary
Districts Schools
Select an Org
View Previous Year
2025
print page

2025 Official Accountability Report - Briggs Elementary
Organization Information
DISTRICT NAME
Ashburnham-Westminster (06100000)		TITLE I STATUS
Title I School
SCHOOL
Briggs Elementary (06100025)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
45% - Moderate progress toward targets44

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage24%58%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		45%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-44-
Mathematics achievement14-24-
Science achievement24----
Achievement total51267.56867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-24-
Growth total4822.55822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism14-44-
Advanced coursework completion------
Additional indicators total1410.04410.0
Weighted total4.410.3-5.67.6-
Percentage of possible points 43%-74%-
2025 Annual criterion-referenced target percentage58%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-04-
Mathematics achievement14-24-
Science achievement04----
Achievement total11260.02867.5
GrowthEnglish language arts growth14-24-
Mathematics growth14-24-
Growth total2820.04822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total3410.0---
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total1.79.6-2.37.6-
Percentage of possible points 18%-30%-
2024 Annual criterion-referenced target percentage24%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
55

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage35%21%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		27%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-
Mathematics achievement04-
Science achievement04-
Achievement total11267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total2.210.3-
Percentage of possible points 21%-
2025 Annual criterion-referenced target percentage21%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement24-
Science achievement24-
Achievement total41267.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total3.610.3-
Percentage of possible points 35%-
2024 Annual criterion-referenced target percentage35%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 495.0 496.4 1.4 498.5 2112Recovery Path: Improved Below Target
Lowest Performing 475.5 481.9 6.4 481.0 324Recovery Path: Exceeded Target
High Needs 488.9 488.5 -0.4 491.4 901Recovery Path: No Change
English Learners and Former English Learners---- 17--
Low Income 491.9 493.0 1.1 494.6 542Recovery Path: Improved Below Target
Students with Disabilities 480.8 478.1 -2.7 483.2 480Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 5--
Hispanic or Latino---- 8--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 495.9 497.7 1.8 499.2 1902Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 496.6 496.4 -0.2 499.1 2151Path Forward: No Change
Lowest Performing 472.0 475.6 3.6 476.4 322Recovery Path: Improved Below Target
High Needs 489.9 487.8 -2.1 492.6 940Path Forward: Declined
English Learners and Former English Learners---- 17--
Low Income 492.5 490.2 -2.3 495.3 570Path Forward: Declined
Students with Disabilities 483.8 478.3 -5.5 486.6 510Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 5--
Hispanic or Latino---- 8--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 497.6 497.7 0.1 500.4 1932Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 493.6 493.9 0.3 497.2 712Path Forward: Improved Below Target
Lowest Performing---- 16--
High Needs 489.1 484.2 -4.9 492.9 280Path Forward: Declined
English Learners and Former English Learners---- 6--
Low Income---- 15--
Students with Disabilities---- 16--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 2--
Hispanic or Latino---- 2--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 494.2 494.5 0.3 497.9 632Path Forward: Improved Below Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 48.7 1372Typical Growth - Low
Lowest Performing 55.4 323Typical Growth - High
High Needs 51.5 583Typical Growth - High
English Learners and Former English Learners- 13--
Low Income 56.1 353Typical Growth - High
Students with Disabilities 45.3 272Typical Growth - Low
American Indian or Alaska Native----
Asian- 2--
Black or African American- 4--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 47.1 1222Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 45.2 1382Typical Growth - Low
Lowest Performing 46.8 322Typical Growth - Low
High Needs 44.1 592Typical Growth - Low
English Learners and Former English Learners- 13--
Low Income 45.4 362Typical Growth - Low
Students with Disabilities 35.7 281Low Growth
American Indian or Alaska Native----
Asian- 2--
Black or African American- 4--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 45.3 1232Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 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 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 10.9 10.9 0.0 9.4 3751No Change
Lowest Performing 21.2 15.6 -5.6 16.6 324Exceeded Target
High Needs 16.7 13.7 -3.0 14.3 1754Exceeded Target
English Learners and Former English Learners---- 25--
Low Income 20.4 16.2 -4.2 17.2 1174Exceeded Target
Students with Disabilities 19.2 17.6 -1.6 15.6 852Improved Below Target
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 10--
Hispanic or Latino---- 22--
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 9.3 9.1 -0.2 7.5 3282Improved Below Target

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 219 21699Yes 1 220 220100Yes 1 72 72100Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 98 95 99 99 29 29 226 22399Yes1
English Learners and Former English Learners 18 18 18 18 6 6 42----
Low Income 61 59 62 62 16 16 139 13799Yes1
Students with Disabilities 50 48 51 51 16 16 117 11598Yes1
American Indian or Alaska Native-----------
Asian 2 2 2 2 1 1 5----
Black or African American 5 5 5 5 2 2 12----
Hispanic or Latino 9 9 9 9 2 2 20----
Multi-Race, Not Hispanic or Latino 7 6 7 7 3 3 17----
Native Hawaiian or Other Pacific Islander-----------
White 196 194 197 197 64 64 457 455100Yes1


About this report

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 Interpretive Materials
Accountability Terms Glossary of Accountability Terms

School and District Profiles