Massachusetts School and District Profiles

Tisbury Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Tisbury Elementary

Organization Information

DISTRICT NAME
Tisbury (02960000)

TITLE I STATUS
Title I School

SCHOOL
Tisbury Elementary (02960005)

GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

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
52% - Substantial progress toward targets	54

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	20%	74%
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		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	1	4	-	2	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	8	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	6	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		6.8	9.6	-	5.8	7.6	-
Percentage of possible points		71%		-	76%		-
2026 Annual criterion-referenced target percentage		74%

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	0	4	-	0	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	2	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	1	4	-	3	4	-
	Growth total	3	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		0.6	9.6	-	2.5	7.6	-
Percentage of possible points		6%		-	33%		-
2025 Annual criterion-referenced target percentage		20%

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	7%	70%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	45%
	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	4	4	-
	Science achievement	4	4	-
	Achievement total	8	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		7.2	10.3	-
Percentage of possible points		70%		-
2026 Annual criterion-referenced target percentage		70%

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	2	4	-
	Mathematics growth	1	4	-
	Growth total	3	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		0.7	10.3	-
Percentage of possible points		7%		-
2025 Annual criterion-referenced target percentage		7%

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	492.1	491.7	-0.4	495.9	176	1	Recovery Path: No Change
Lowest Performing	465.1	466.9	1.8	471.4	32	2	Recovery Path: Improved Below Target
High Needs	487.3	486.6	-0.7	490.0	123	0	Recovery Path: Declined
English Learners and Former English Learners	485.1	484.1	-1.0	489.0	79	0	Recovery Path: Declined
Low Income	486.1	486.8	0.7	488.9	85	2	Recovery Path: Improved Below Target
Students with Disabilities	473.9	474.4	0.5	477.2	49	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	488.6	487.3	-1.3	492.1	68	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.8	494.3	-2.5	500.5	86	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	494.9	500.6	5.7	496.7	176	4	Recovery Path: Exceeded Target
Lowest Performing	472.1	482.3	10.2	476.9	32	4	Recovery Path: Exceeded Target
High Needs	490.9	495.7	4.8	492.3	123	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	489.1	494.4	5.3	490.9	79	4	Recovery Path: Exceeded Target
Low Income	490.2	493.9	3.7	492.6	85	4	Path Forward: Exceeded Target
Students with Disabilities	481.0	487.4	6.4	484.3	49	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	491.3	495.1	3.8	494.3	68	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.2	505.0	5.8	501.0	86	4	Recovery Path: 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	492.9	495.4	2.5	495.6	53	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	10	-	-
High Needs	487.2	494.0	6.8	489.2	43	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	484.7	492.4	7.7	486.8	26	4	Recovery Path: Exceeded Target
Low Income	486.8	492.4	5.6	490.2	31	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	486.8	490.2	3.4	491.9	24	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.3	500.1	2.8	499.3	23	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.9	139	2	Typical Growth - Low
Lowest Performing	44.7	32	2	Typical Growth - Low
High Needs	48.4	99	2	Typical Growth - Low
English Learners and Former English Learners	49.4	64	2	Typical Growth - Low
Low Income	53.2	70	3	Typical Growth - High
Students with Disabilities	39.9	38	1	Low Growth
American Indian or Alaska Native	-	4	-	-
Asian	-	-	-	-
Black or African American	-	9	-	-
Hispanic or Latino	48.8	54	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.6	66	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	62.6	140	4	Exceeded Typical Growth
Lowest Performing	65.3	32	4	Exceeded Typical Growth
High Needs	63.1	100	4	Exceeded Typical Growth
English Learners and Former English Learners	66.7	66	4	Exceeded Typical Growth
Low Income	62.7	71	4	Exceeded Typical Growth
Students with Disabilities	62.2	37	4	Exceeded Typical Growth
American Indian or Alaska Native	-	4	-	-
Asian	-	-	-	-
Black or African American	-	9	-	-
Hispanic or Latino	61.3	55	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	64.5	66	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	71.0	72.9	1.9	75.0	59	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	71.0	72.9	1.9	75.0	59	4	Exceeded Target
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	33.1	25.0	-8.1	31.8	268	4	Exceeded Target
Lowest Performing	35.3	25.0	-10.3	31.8	32	4	Exceeded Target
High Needs	37.9	27.2	-10.7	35.3	180	4	Exceeded Target
English Learners and Former English Learners	41.3	25.6	-15.7	38.3	117	4	Exceeded Target
Low Income	42.5	31.8	-10.7	38.8	129	4	Exceeded Target
Students with Disabilities	33.3	31.4	-1.9	30.0	70	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	7	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	42.9	27.5	-15.4	39.2	109	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	27.1	25.0	-2.1	25.7	124	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	191	191	100	Yes	1	189	189	100	Yes	1	57	55	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	136	136	134	134	45	45	315	315	100	Yes	1
English Learners and Former English Learners	92	92	90	90	28	28	210	210	100	Yes	1
Low Income	95	95	93	93	31	31	219	219	100	Yes	1
Students with Disabilities	50	50	49	49	18	18	117	117	100	Yes	1
American Indian or Alaska Native	5	5	5	5	1	1	11	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	10	10	10	10	4	4	24	-	-	-	-
Hispanic or Latino	78	78	78	78	26	25	182	181	99	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	1	1	17	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	90	90	88	88	25	24	203	202	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