Massachusetts School and District Profiles

Witchcraft Heights

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Witchcraft Heights

Organization Information

DISTRICT NAME
Salem (02580000)

TITLE I STATUS
Title I School

SCHOOL
Witchcraft Heights (02580070)

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
63% - Substantial progress toward targets	35

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	67%	61%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	63%
	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	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	6	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		4.8	9.6	-	5.4	7.6	-
Percentage of possible points		50%		-	71%		-
2026 Annual criterion-referenced target percentage		61%

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	3	4	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	5	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	5	8	20.0	5	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	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		4.6	9.6	-	6.5	7.6	-
Percentage of possible points		48%		-	86%		-
2025 Annual criterion-referenced target percentage		67%

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	35%	37%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	36%
	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	2	4	-
	Science achievement	2	4	-
	Achievement total	4	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		3.8	10.3	-
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	2	4	-
	Mathematics achievement	1	4	-
	Science achievement	0	4	-
	Achievement total	3	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		3.6	10.3	-
Percentage of possible points		35%		-
2025 Annual criterion-referenced target percentage		35%

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	489.5	488.7	-0.8	492.3	207	0	Recovery Path: Declined
Lowest Performing	464.8	467.9	3.1	469.9	30	2	Path Forward: Improved Below Target
High Needs	482.5	481.6	-0.9	484.7	133	0	Recovery Path: Declined
English Learners and Former English Learners	481.4	481.9	0.5	484.6	54	2	Recovery Path: Improved Below Target
Low Income	482.5	481.0	-1.5	485.4	104	0	Recovery Path: Declined
Students with Disabilities	471.8	472.3	0.5	475.9	55	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	482.3	482.8	0.5	485.1	81	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	495.2	492.9	-2.3	498.3	98	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	491.7	492.6	0.9	494.9	209	2	Path Forward: Improved Below Target
Lowest Performing	462.1	467.8	5.7	466.1	30	4	Recovery Path: Exceeded Target
High Needs	484.1	484.9	0.8	487.4	134	2	Path Forward: Improved Below Target
English Learners and Former English Learners	485.5	484.6	-0.9	489.0	55	0	Path Forward: Declined
Low Income	483.4	484.6	1.2	486.2	105	2	Path Forward: Improved Below Target
Students with Disabilities	470.1	474.4	4.3	473.8	56	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	485.0	485.4	0.4	488.1	81	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	498.5	496.7	-1.8	502.2	99	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	486.3	491.9	5.6	490.6	67	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	17	-	-
High Needs	478.9	479.0	0.1	483.2	43	2	Path Forward: Improved Below Target
English Learners and Former English Learners	478.2	476.2	-2.0	482.4	20	0	Path Forward: Declined
Low Income	479.4	477.1	-2.3	483.5	37	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	478.8	481.9	3.1	482.7	27	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.2	498.5	3.3	500.1	32	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.9	134	3	Typical Growth - High
Lowest Performing	48.9	30	2	Typical Growth - Low
High Needs	48.4	82	2	Typical Growth - Low
English Learners and Former English Learners	51.9	39	3	Typical Growth - High
Low Income	47.0	68	2	Typical Growth - Low
Students with Disabilities	44.2	32	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	8	-	-
Hispanic or Latino	49.9	52	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	0	-	-
White	52.9	67	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.0	137	2	Typical Growth - Low
Lowest Performing	48.3	30	2	Typical Growth - Low
High Needs	45.8	84	2	Typical Growth - Low
English Learners and Former English Learners	43.4	41	2	Typical Growth - Low
Low Income	43.9	70	2	Typical Growth - Low
Students with Disabilities	44.9	33	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	9	-	-
Hispanic or Latino	43.7	52	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	0	-	-
White	50.7	68	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	60.3	55.3	-5.0	65.7	47	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	60.3	55.3	-5.0	65.7	47	0	Declined
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	15.7	15.0	-0.7	13.5	387	2	Improved Below Target
Lowest Performing	25.8	20.0	-5.8	20.9	30	4	Exceeded Target
High Needs	20.5	20.1	-0.4	18.0	259	2	Improved Below Target
English Learners and Former English Learners	19.6	21.5	1.9	16.3	93	0	Declined
Low Income	22.8	22.4	-0.4	20.1	205	2	Improved Below Target
Students with Disabilities	20.4	15.6	-4.8	16.1	109	3	Met Target
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	18	-	-
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	19.9	20.0	0.1	16.1	160	1	No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	13.3	11.5	-1.8	10.4	165	2	Improved Below 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	218	216	99	Yes	1	219	219	100	Yes	1	73	73	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	142	141	143	143	49	49	334	333	100	Yes	1
English Learners and Former English Learners	59	58	60	60	22	22	141	140	99	Yes	1
Low Income	111	110	111	111	42	42	264	263	100	Yes	1
Students with Disabilities	59	58	61	61	21	21	141	140	99	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	12	10	12	12	3	3	27	-	-	-	-
Black or African American	13	13	13	13	5	5	31	-	-	-	-
Hispanic or Latino	87	87	86	86	31	31	204	204	100	Yes	1
Multi-Race, Not Hispanic or Latino	5	5	6	6	1	1	12	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	99	99	100	100	33	33	232	232	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