Massachusetts School and District Profiles

Heights Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Heights Elementary

Organization Information

DISTRICT NAME
Sharon (02660000)

TITLE I STATUS
Title I School

SCHOOL
Heights Elementary (02660015)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
82% - Meeting or exceeding targets	95

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	85%	80%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	82%
	Meeting or exceeding 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	-	3	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	10	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		8.7	10.3	-	5.8	7.6	-
Percentage of possible points		85%		-	76%		-
2026 Annual criterion-referenced target percentage		80%

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	4	4	-	3	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	6	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	2	4	10.0
Weighted total		9.7	10.3	-	5.8	7.6	-
Percentage of possible points		94%		-	76%		-
2025 Annual criterion-referenced target percentage		85%

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	79%	76%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	77%
	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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	3	4	-
	Achievement total	9	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		7.8	10.3	-
Percentage of possible points		76%		-
2026 Annual criterion-referenced target percentage		76%

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	3	4	-
	Science achievement	4	4	-
	Achievement total	10	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		8.1	10.3	-
Percentage of possible points		79%		-
2025 Annual criterion-referenced target percentage		79%

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	511.1	507.4	-3.7	514.8	272	3	Recovery Path: Met Target
Lowest Performing	486.9	488.0	1.1	492.0	42	3	Path Forward: Met Target
High Needs	498.7	494.7	-4.0	501.6	80	3	Recovery Path: Met Target
English Learners and Former English Learners	497.5	504.4	6.9	499.9	25	4	Path Forward: Exceeded Target
Low Income	503.9	495.8	-8.1	506.5	31	3	Recovery Path: Met Target
Students with Disabilities	491.9	484.6	-7.3	494.6	39	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	517.5	514.4	-3.1	519.2	93	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.4	504.5	-4.9	512.4	137	3	Recovery Path: 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	517.0	515.5	-1.5	518.5	271	4	Path Forward: Exceeded Target
Lowest Performing	490.3	492.7	2.4	494.2	42	3	Recovery Path: Met Target
High Needs	502.6	501.0	-1.6	505.1	80	3	Path Forward: Met Target
English Learners and Former English Learners	509.7	511.9	2.2	512.1	26	4	Recovery Path: Exceeded Target
Low Income	505.1	499.6	-5.5	507.5	31	3	Path Forward: Met Target
Students with Disabilities	495.0	489.6	-5.4	498.2	38	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	528.2	526.6	-1.6	531.2	93	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.2	510.9	-2.3	514.9	136	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	514.6	509.7	-4.9	516.2	90	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	22	-	-
High Needs	504.4	495.8	-8.6	507.9	30	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	-	-	-	-	14	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	520.5	516.7	-3.8	522.7	28	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.6	508.8	-4.8	515.8	47	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.6	170	3	Typical Growth - High
Lowest Performing	52.4	42	3	Typical Growth - High
High Needs	56.5	52	3	Typical Growth - High
English Learners and Former English Learners	-	16	-	-
Low Income	51.7	21	3	Typical Growth - High
Students with Disabilities	52.5	24	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	61.0	57	4	Exceeded Typical Growth
Black or African American	-	7	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.9	87	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	60.1	167	4	Exceeded Typical Growth
Lowest Performing	55.7	42	3	Typical Growth - High
High Needs	59.1	50	3	Typical Growth - High
English Learners and Former English Learners	-	16	-	-
Low Income	58.0	21	3	Typical Growth - High
Students with Disabilities	52.4	22	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	64.2	56	4	Exceeded Typical Growth
Black or African American	-	7	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	59.7	85	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	8.5	4.8	-3.7	7.4	458	4	Exceeded Target
Lowest Performing	16.3	4.8	-11.5	13.0	42	4	Exceeded Target
High Needs	19.2	10.9	-8.3	17.1	138	4	Exceeded Target
English Learners and Former English Learners	22.7	12.5	-10.2	19.7	40	4	Exceeded Target
Low Income	21.5	18.3	-3.2	17.2	60	2	Improved Below Target
Students with Disabilities	20.6	7.6	-13.0	18.1	66	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	7.1	3.5	-3.6	5.0	144	4	Exceeded Target
Black or African American	-	-	-	-	23	-	-
Hispanic or Latino	-	-	-	-	28	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	32	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.7	5.2	-2.5	6.5	230	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	276	274	99	Yes	1	274	273	100	Yes	1	91	91	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	81	82	81	30	30	195	192	98	Yes	1
English Learners and Former English Learners	26	25	26	26	9	9	61	60	98	Yes	1
Low Income	32	32	32	32	13	13	77	77	100	Yes	1
Students with Disabilities	40	39	39	38	14	14	93	91	98	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	95	95	95	95	29	29	219	219	100	Yes	1
Black or African American	12	12	12	12	4	4	28	-	-	-	-
Hispanic or Latino	11	11	11	11	4	4	26	-	-	-	-
Multi-Race, Not Hispanic or Latino	18	18	18	18	6	6	42	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	139	137	137	136	47	47	323	320	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