Massachusetts School and District Profiles

Cottage Street

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Cottage Street

Organization Information

DISTRICT NAME
Sharon (02660000)

TITLE I STATUS
Title I School

SCHOOL
Cottage Street (02660005)

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

REGION
Coastal

FEDERAL DESIGNATION
-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	79%	88%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	84%
	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	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	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	3	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	2	4	10.0
Weighted total		9.3	10.3	-	6.5	7.6	-
Percentage of possible points		90%		-	86%		-
2026 Annual criterion-referenced target percentage		88%

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	-	2	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	7	8	22.5	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	-	-	-	-	-	-
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	-	5.6	7.6	-
Percentage of possible points		85%		-	74%		-
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	18%	64%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	46%
	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	2	4	-
	Mathematics achievement	2	4	-
	Science achievement	3	4	-
	Achievement total	7	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		6.6	10.3	-
Percentage of possible points		64%		-
2026 Annual criterion-referenced target percentage		64%

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	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%		-
2025 Annual criterion-referenced target percentage		18%

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	506.4	505.3	-1.1	510.6	231	3	Recovery Path: Met Target
Lowest Performing	483.6	487.6	4.0	490.7	34	3	Recovery Path: Met Target
High Needs	490.4	491.0	0.6	492.3	83	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	493.3	496.2	2.9	496.4	26	3	Recovery Path: Met Target
Low Income	488.1	486.7	-1.4	490.2	31	0	Path Forward: Declined
Students with Disabilities	486.7	486.0	-0.7	488.4	46	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	511.2	510.4	-0.8	513.3	44	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	503.6	505.5	1.9	506.2	23	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	506.6	506.0	-0.6	508.0	36	3	Path Forward: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.6	504.7	-3.9	512.5	117	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	510.3	510.7	0.4	511.8	231	4	Path Forward: Exceeded Target
Lowest Performing	480.8	492.0	11.2	485.7	34	4	Recovery Path: Exceeded Target
High Needs	494.5	495.6	1.1	496.2	83	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	503.4	508.0	4.6	506.4	26	4	Path Forward: Exceeded Target
Low Income	488.8	491.4	2.6	491.2	31	3	Path Forward: Met Target
Students with Disabilities	489.7	488.4	-1.3	492.9	45	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	521.6	519.1	-2.5	524.6	44	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	506.9	511.8	4.9	509.8	23	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	507.5	510.2	2.7	509.0	37	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.4	509.6	-1.8	513.1	116	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	511.4	514.0	2.6	513.6	77	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	17	-	-
High Needs	493.3	496.3	3.0	496.8	27	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	6	-	-
Students with Disabilities	-	-	-	-	17	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	512.1	517.8	5.7	514.3	37	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.3	135	3	Typical Growth - High
Lowest Performing	55.4	34	3	Typical Growth - High
High Needs	52.4	45	3	Typical Growth - High
English Learners and Former English Learners	-	14	-	-
Low Income	-	12	-	-
Students with Disabilities	44.3	28	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	61.4	27	4	Exceeded Typical Growth
Black or African American	-	8	-	-
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	44.6	21	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.6	67	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	65.7	136	4	Exceeded Typical Growth
Lowest Performing	72.6	34	4	Exceeded Typical Growth
High Needs	67.2	45	4	Exceeded Typical Growth
English Learners and Former English Learners	-	15	-	-
Low Income	-	12	-	-
Students with Disabilities	64.6	27	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	66.8	28	4	Exceeded Typical Growth
Black or African American	-	8	-	-
Hispanic or Latino	-	12	-	-
Multi-Race, Not Hispanic or Latino	58.1	21	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	66.9	67	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	7.2	6.6	-0.6	6.1	366	3	Met Target
Lowest Performing	8.6	5.9	-2.7	5.3	34	2	Improved Below Target
High Needs	9.9	8.3	-1.6	7.8	133	3	Met Target
English Learners and Former English Learners	5.3	2.7	-2.6	2.3	37	4	Exceeded Target
Low Income	13.8	14.3	0.5	9.5	56	1	No Change
Students with Disabilities	8.5	5.9	-2.6	6.0	68	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	5.5	4.3	-1.2	3.4	69	3	Met Target
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	12.2	9.1	-3.1	8.0	44	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	3.8	8.5	4.7	2.7	47	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.1	4.8	-0.3	3.9	187	3	Met 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	235	235	100	Yes	1	236	235	100	Yes	1	77	77	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	86	86	87	86	27	27	200	199	100	Yes	1
English Learners and Former English Learners	27	27	27	27	9	9	63	63	100	Yes	1
Low Income	32	32	33	32	6	6	71	70	99	Yes	1
Students with Disabilities	47	47	47	46	17	17	111	110	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	45	45	45	45	17	17	107	107	100	Yes	1
Black or African American	11	11	11	11	5	5	27	-	-	-	-
Hispanic or Latino	24	24	24	24	6	6	54	54	100	Yes	1
Multi-Race, Not Hispanic or Latino	36	36	37	37	12	12	85	85	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	119	119	119	118	37	37	275	274	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