Massachusetts School and District Profiles

Leroy Wood

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Leroy Wood

Organization Information

DISTRICT NAME
Fairhaven (00940000)

TITLE I STATUS
Title I School

SCHOOL
Leroy Wood (00940030)

GRADES SERVED
PK,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
73% - Substantial progress toward targets	83

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	79%	69%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	73%
	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	0	4	-	4	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	67.5	8	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	22.5	8	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		4.0	10.3	-	7.5	7.6	-
Percentage of possible points		39%		-	99%		-
2026 Annual criterion-referenced target percentage		69%

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	-	4	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	9	12	67.5	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	4	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		7.7	10.3	-	6.3	7.6	-
Percentage of possible points		75%		-	83%		-
2025 Annual criterion-referenced target percentage		79%

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	46%	18%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	29%
	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	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		1.8	10.3	-
Percentage of possible points		18%		-
2026 Annual criterion-referenced target percentage		18%

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	2	4	-
	Mathematics achievement	3	4	-
	Science achievement	0	4	-
	Achievement total	5	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	4	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		4.7	10.3	-
Percentage of possible points		46%		-
2025 Annual criterion-referenced target percentage		46%

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	503.8	502.4	-1.4	506.5	191	0	Recovery Path: Declined
Lowest Performing	475.9	484.7	8.8	483.0	29	4	Recovery Path: Exceeded Target
High Needs	494.9	494.0	-0.9	497.4	95	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	496.3	494.3	-2.0	498.2	82	3	Recovery Path: Met Target
Students with Disabilities	485.2	485.2	0.0	488.1	31	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.3	503.2	-2.1	508.1	156	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	507.6	505.7	-1.9	509.7	191	3	Path Forward: Met Target
Lowest Performing	481.0	492.9	11.9	486.1	29	4	Path Forward: Exceeded Target
High Needs	499.6	497.3	-2.3	502.2	94	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	500.8	497.5	-3.3	503.2	80	3	Path Forward: Met Target
Students with Disabilities	490.1	487.1	-3.0	493.4	31	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.0	506.3	-2.7	511.1	156	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	503.6	502.0	-1.6	505.3	64	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	18	-	-
High Needs	494.8	489.8	-5.0	496.9	25	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	496.2	490.7	-5.5	498.3	21	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.3	504.0	-1.3	508.3	50	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.9	122	3	Typical Growth - High
Lowest Performing	61.2	29	4	Exceeded Typical Growth
High Needs	57.6	55	3	Typical Growth - High
English Learners and Former English Learners	-	6	-	-
Low Income	54.3	48	3	Typical Growth - High
Students with Disabilities	-	13	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.3	98	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	65.0	123	4	Exceeded Typical Growth
Lowest Performing	67.1	29	4	Exceeded Typical Growth
High Needs	59.7	56	3	Typical Growth - High
English Learners and Former English Learners	-	7	-	-
Low Income	59.7	47	3	Typical Growth - High
Students with Disabilities	-	14	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	3	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	65.2	99	4	Exceeded Typical Growth

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	11.1	6.1	-5.0	9.8	327	4	Exceeded Target
Lowest Performing	10.0	6.9	-3.1	6.5	29	3	Met Target
High Needs	14.7	10.3	-4.4	12.1	165	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	16.6	11.8	-4.8	12.9	136	4	Exceeded Target
Students with Disabilities	15.8	7.7	-8.1	12.5	52	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	32	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.6	4.6	-5.0	8.2	262	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	197	194	98	Yes	1	198	194	98	Yes	1	68	65	96	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	100	98	101	97	28	26	229	221	97	Yes	1
English Learners and Former English Learners	9	9	9	9	3	3	21	-	-	-	-
Low Income	86	85	86	83	23	22	195	190	97	Yes	1
Students with Disabilities	35	34	36	34	10	9	81	77	95	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	5	5	5	5	2	2	12	-	-	-	-
Black or African American	4	4	4	4	1	1	9	-	-	-	-
Hispanic or Latino	17	17	17	17	6	6	40	-	-	-	-
Multi-Race, Not Hispanic or Latino	10	10	10	10	5	5	25	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	161	158	162	158	54	51	377	367	97	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