Massachusetts School and District Profiles

Gibbs School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Gibbs School

Organization Information

DISTRICT NAME
Arlington (00100000)

TITLE I STATUS
Non-Title I School

SCHOOL
Gibbs School (00100305)

GRADES SERVED
06

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Students with Disabilities

Progress toward improvement targets	Accountability percentile
80% - Meeting or exceeding targets	90

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	80%	80%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	80%
	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	4	4	-	3	4	-
	Mathematics achievement	3	4	-	3	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	7	8	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	3	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	3	4	10.0
Weighted total		6.4	7.6	-	5.7	7.6	-
Percentage of possible points		84%		-	75%		-
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	-	2	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	8	8	67.5	5	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	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		7.2	7.6	-	4.9	7.6	-
Percentage of possible points		95%		-	65%		-
2025 Annual criterion-referenced target percentage		80%

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	74%	37%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	52%
	Substantial 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	2	4	-
	Science achievement	-	-	-
	Achievement total	2	8	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		2.8	7.6	-
Percentage of possible points		37%		-
2026 Annual criterion-referenced target percentage		37%

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	2	4	-
	Science achievement	-	-	-
	Achievement total	6	8	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		5.6	7.6	-
Percentage of possible points		74%		-
2025 Annual criterion-referenced target percentage		74%

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	512.8	511.5	-1.3	514.2	458	4	Path Forward: Exceeded Target
Lowest Performing	485.9	490.0	4.1	491.0	105	3	Path Forward: Met Target
High Needs	494.4	492.4	-2.0	496.7	133	0	Path Forward: Declined
English Learners and Former English Learners	494.2	487.5	-6.7	496.6	44	0	Path Forward: Declined
Low Income	492.7	490.6	-2.1	494.8	46	0	Path Forward: Declined
Students with Disabilities	490.3	491.5	1.2	492.7	81	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	520.9	513.3	-7.6	523.0	61	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	500.7	500.4	-0.3	503.2	28	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	511.3	518.5	7.2	512.7	60	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	514.7	511.7	-3.0	516.2	298	4	Path Forward: 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	510.8	509.7	-1.1	512.3	458	3	Path Forward: Met Target
Lowest Performing	487.3	490.5	3.2	492.4	105	3	Path Forward: Met Target
High Needs	495.4	496.3	0.9	497.9	134	2	Path Forward: Improved Below Target
English Learners and Former English Learners	500.0	497.0	-3.0	503.0	45	0	Path Forward: Declined
Low Income	491.3	492.0	0.7	493.2	45	2	Recovery Path: Improved Below Target
Students with Disabilities	491.4	494.8	3.4	494.6	82	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	523.3	522.3	-1.0	526.3	61	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	501.1	498.1	-3.0	504.0	28	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	511.1	512.2	1.1	512.6	59	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.3	508.6	-2.7	513.0	298	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 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	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.3	432	3	Typical Growth - High
Lowest Performing	58.0	105	3	Typical Growth - High
High Needs	51.2	117	3	Typical Growth - High
English Learners and Former English Learners	47.0	36	2	Typical Growth - Low
Low Income	47.3	38	2	Typical Growth - Low
Students with Disabilities	52.9	73	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	51.8	57	3	Typical Growth - High
Black or African American	-	9	-	-
Hispanic or Latino	49.2	23	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	61.8	59	4	Exceeded Typical Growth
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.7	284	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.9	438	3	Typical Growth - High
Lowest Performing	58.7	105	3	Typical Growth - High
High Needs	54.4	124	3	Typical Growth - High
English Learners and Former English Learners	52.4	41	3	Typical Growth - High
Low Income	51.3	39	3	Typical Growth - High
Students with Disabilities	55.1	77	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	65.1	58	4	Exceeded Typical Growth
Black or African American	-	10	-	-
Hispanic or Latino	52.3	23	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	51.6	58	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.5	289	2	Typical Growth - Low

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	6.9	6.8	-0.1	5.8	484	3	Met Target
Lowest Performing	10.3	6.7	-3.6	7.0	105	3	Met Target
High Needs	13.8	14.0	0.2	11.7	150	1	No Change
English Learners and Former English Learners	10.4	6.0	-4.4	7.4	50	4	Exceeded Target
Low Income	21.2	26.4	5.2	16.9	53	0	Declined
Students with Disabilities	12.8	16.5	3.7	10.3	91	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	5.2	3.2	-2.0	3.1	62	4	Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	18.4	25.0	6.6	14.2	32	0	Declined
Multi-Race, Not Hispanic or Latino	3.5	3.3	-0.2	2.4	61	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.3	5.7	0.4	4.1	316	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	475	464	98	Yes	1	476	464	97	Yes	1	0	-	-	-	-

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	146	137	147	138	0	0	293	275	96	Yes	2
English Learners and Former English Learners	49	47	49	48	0	0	98	95	97	Yes	1
Low Income	50	47	50	46	0	0	100	93	95	Yes	2
Students with Disabilities	90	82	91	83	0	0	181	165	94	No	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	61	61	61	61	0	0	122	122	100	Yes	1
Black or African American	12	11	12	12	0	0	24	-	-	-	-
Hispanic or Latino	32	29	32	29	0	0	64	58	95	Yes	2
Multi-Race, Not Hispanic or Latino	61	60	61	59	0	0	122	119	98	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	308	302	309	302	0	0	617	604	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