Massachusetts School and District Profiles

Sarah W Gibbons Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Sarah W Gibbons Middle

Organization Information

DISTRICT NAME
Westborough (03210000)

TITLE I STATUS
Non-Title I School

SCHOOL
Sarah W Gibbons Middle (03210305)

GRADES SERVED
07,08

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
82% - Meeting or exceeding targets	92

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	90%	76%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	82%
	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	-	2	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		9.2	9.6	-	4.3	7.6	-
Percentage of possible points		96%		-	57%		-
2026 Annual criterion-referenced target percentage		76%

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	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	7	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	0	4	10.0
Weighted total		8.5	9.6	-	7.0	7.6	-
Percentage of possible points		89%		-	92%		-
2025 Annual criterion-referenced target percentage		90%

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	45%	42%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	43%
	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	4	4	-
	Mathematics growth	3	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		4.3	10.3	-
Percentage of possible points		42%		-
2026 Annual criterion-referenced target percentage		42%

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	2	4	-
	Science achievement	0	4	-
	Achievement total	4	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		4.6	10.3	-
Percentage of possible points		45%		-
2025 Annual criterion-referenced target percentage		45%

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	513.8	513.1	-0.7	517.1	553	4	Recovery Path: Exceeded Target
Lowest Performing	483.6	484.5	0.9	488.6	63	2	Recovery Path: Improved Below Target
High Needs	494.3	493.0	-1.3	496.6	183	0	Recovery Path: Declined
English Learners and Former English Learners	490.5	492.3	1.8	493.7	88	2	Recovery Path: Improved Below Target
Low Income	494.1	489.9	-4.2	496.7	92	0	Recovery Path: Declined
Students with Disabilities	487.0	481.3	-5.7	489.8	85	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	519.9	521.7	1.8	521.4	213	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	493.7	489.2	-4.5	499.5	57	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	515.5	511.7	-3.8	518.4	253	4	Recovery Path: 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	513.7	515.9	2.2	516.1	552	4	Recovery Path: Exceeded Target
Lowest Performing	484.3	488.5	4.2	489.2	63	2	Recovery Path: Improved Below Target
High Needs	496.8	497.7	0.9	499.1	184	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	497.2	501.4	4.2	500.0	88	4	Recovery Path: Exceeded Target
Low Income	494.7	493.0	-1.7	498.7	93	0	Recovery Path: Declined
Students with Disabilities	487.8	486.8	-1.0	490.5	86	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	525.7	529.0	3.3	528.7	211	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	492.3	491.6	-0.7	497.1	57	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	511.8	511.9	0.1	514.2	254	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	506.5	509.5	3.0	508.7	280	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	61	-	-
High Needs	489.1	490.5	1.4	491.5	86	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	484.3	489.8	5.5	487.7	42	4	Recovery Path: Exceeded Target
Low Income	487.4	484.6	-2.8	490.4	42	0	Recovery Path: Declined
Students with Disabilities	483.7	484.5	0.8	486.2	37	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	514.5	517.3	2.8	516.7	110	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	488.2	484.6	-3.6	492.8	29	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.5	509.1	0.6	510.1	125	3	Recovery Path: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	59.3	529	3	Typical Growth - High
Lowest Performing	54.9	62	3	Typical Growth - High
High Needs	62.4	167	4	Exceeded Typical Growth
English Learners and Former English Learners	61.4	79	4	Exceeded Typical Growth
Low Income	59.7	83	3	Typical Growth - High
Students with Disabilities	57.6	79	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	61.8	203	4	Exceeded Typical Growth
Black or African American	-	14	-	-
Hispanic or Latino	60.2	53	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	57.0	244	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.5	535	3	Typical Growth - High
Lowest Performing	54.9	62	3	Typical Growth - High
High Needs	56.6	174	3	Typical Growth - High
English Learners and Former English Learners	60.8	82	4	Exceeded Typical Growth
Low Income	53.0	88	3	Typical Growth - High
Students with Disabilities	53.8	82	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	62.4	204	4	Exceeded Typical Growth
Black or African American	-	13	-	-
Hispanic or Latino	55.8	53	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	51.9	249	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	69.7	57.7	-12.0	74.9	26	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	69.7	57.7	-12.0	74.9	26	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	9.8	7.9	-1.9	8.7	580	4	Exceeded Target
Lowest Performing	14.9	12.7	-2.2	11.6	63	2	Improved Below Target
High Needs	15.8	17.9	2.1	13.7	190	0	Declined
English Learners and Former English Learners	16.8	17.7	0.9	13.8	96	0	Declined
Low Income	21.8	23.5	1.7	17.5	102	0	Declined
Students with Disabilities	14.8	23.2	8.4	12.3	82	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	4.8	2.7	-2.1	2.7	225	4	Exceeded Target
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	22.8	28.6	5.8	18.6	63	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	9.5	7.3	-2.2	8.3	259	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	568	567	100	Yes	1	567	565	100	Yes	1	294	291	99	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	195	194	195	194	97	94	487	482	99	Yes	1
English Learners and Former English Learners	94	94	94	94	47	47	235	235	100	Yes	1
Low Income	98	98	98	98	46	45	242	241	100	Yes	1
Students with Disabilities	91	90	92	91	43	41	226	222	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	218	218	217	216	115	115	550	549	100	Yes	1
Black or African American	14	14	14	14	5	5	33	-	-	-	-
Hispanic or Latino	61	61	61	61	33	32	155	154	99	Yes	1
Multi-Race, Not Hispanic or Latino	17	17	17	17	12	12	46	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	256	255	256	255	128	126	640	636	99	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