Massachusetts School and District Profiles

Joseph H Gibbons

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Joseph H Gibbons

Organization Information

DISTRICT NAME
Stoughton (02850000)

TITLE I STATUS
Title I School

SCHOOL
Joseph H Gibbons (02850025)

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

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
55% - Substantial progress toward targets	38

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	56%	55%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	55%
	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	3	4	-	1	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	12	60.0	3	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	2	4	10.0
Weighted total		6.6	9.6	-	3.1	7.6	-
Percentage of possible points		69%		-	41%		-
2026 Annual criterion-referenced target percentage		55%

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	3	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	4	8	20.0	2	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		6.6	9.6	-	3.2	7.6	-
Percentage of possible points		69%		-	42%		-
2025 Annual criterion-referenced target percentage		56%

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	77%	75%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	76%
	Meeting or exceeding 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	4	4	-
	Mathematics achievement	3	4	-
	Science achievement	3	4	-
	Achievement total	10	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		7.7	10.3	-
Percentage of possible points		75%		-
2026 Annual criterion-referenced target percentage		75%

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	4	4	-
	Science achievement	2	4	-
	Achievement total	10	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		7.9	10.3	-
Percentage of possible points		77%		-
2025 Annual criterion-referenced target percentage		77%

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	493.1	496.4	3.3	496.3	191	3	Recovery Path: Met Target
Lowest Performing	474.9	474.9	0.0	480.0	26	1	Path Forward: No Change
High Needs	485.4	489.2	3.8	487.3	110	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	481.2	481.9	0.7	483.7	40	2	Path Forward: Improved Below Target
Low Income	485.4	489.2	3.8	488.1	81	4	Recovery Path: Exceeded Target
Students with Disabilities	479.8	481.4	1.6	483.1	47	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	492.2	485.9	-6.3	495.5	47	0	Path Forward: Declined
Hispanic or Latino	489.9	493.4	3.5	493.7	30	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	493.8	501.4	7.6	496.8	96	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	494.8	495.5	0.7	497.1	193	2	Recovery Path: Improved Below Target
Lowest Performing	473.5	477.1	3.6	478.1	26	2	Recovery Path: Improved Below Target
High Needs	486.2	488.8	2.6	488.9	111	3	Path Forward: Met Target
English Learners and Former English Learners	485.0	483.7	-1.3	488.5	40	0	Path Forward: Declined
Low Income	485.2	488.7	3.5	488.0	81	4	Recovery Path: Exceeded Target
Students with Disabilities	481.0	479.0	-2.0	484.4	48	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	487.2	488.0	0.8	490.5	48	2	Path Forward: Improved Below Target
Hispanic or Latino	488.0	494.4	6.4	493.1	30	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	501.0	499.2	-1.8	503.8	96	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	487.3	490.7	3.4	489.3	66	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	15	-	-
High Needs	478.2	482.3	4.1	482.0	37	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	476.5	482.0	5.5	480.5	26	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	491.0	493.3	2.3	494.7	30	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.2	119	2	Typical Growth - Low
Lowest Performing	42.0	26	2	Typical Growth - Low
High Needs	46.3	67	2	Typical Growth - Low
English Learners and Former English Learners	43.7	23	2	Typical Growth - Low
Low Income	50.6	48	3	Typical Growth - High
Students with Disabilities	44.0	28	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	34.6	29	1	Low Growth
Hispanic or Latino	47.8	22	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	48.2	55	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	40.0	122	2	Typical Growth - Low
Lowest Performing	44.9	26	2	Typical Growth - Low
High Needs	43.6	69	2	Typical Growth - Low
English Learners and Former English Learners	39.1	25	1	Low Growth
Low Income	45.6	50	2	Typical Growth - Low
Students with Disabilities	39.8	28	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	38.4	30	1	Low Growth
Hispanic or Latino	49.7	23	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	36.2	55	1	Low Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	62.8	65.3	2.5	66.8	49	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	62.8	65.3	2.5	66.8	49	3	Met 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	10.7	11.1	0.4	9.2	324	1	No Change
Lowest Performing	17.9	14.8	-3.1	13.3	27	2	Improved Below Target
High Needs	13.7	15.2	1.5	11.3	197	0	Declined
English Learners and Former English Learners	8.6	15.6	7.0	5.1	77	0	Declined
Low Income	17.3	16.7	-0.6	14.1	150	2	Improved Below Target
Students with Disabilities	15.7	19.7	4.0	12.1	76	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	12	-	-
Black or African American	8.0	7.2	-0.8	4.4	97	2	Improved Below Target
Hispanic or Latino	14.8	7.1	-7.7	10.6	42	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	9.5	14.1	4.6	7.7	149	0	Declined

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	207	205	99	Yes	1	207	207	100	Yes	1	67	67	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	124	123	124	124	38	38	286	285	100	Yes	1
English Learners and Former English Learners	48	48	48	48	10	10	106	106	100	Yes	1
Low Income	91	91	91	91	26	26	208	208	100	Yes	1
Students with Disabilities	59	58	59	59	20	20	138	137	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	9	8	9	9	3	3	21	-	-	-	-
Black or African American	54	53	54	54	20	20	128	127	99	Yes	1
Hispanic or Latino	32	32	32	32	6	6	70	70	100	Yes	1
Multi-Race, Not Hispanic or Latino	10	10	10	10	6	6	26	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	101	101	101	101	31	31	233	233	100	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