Massachusetts School and District Profiles

Hilltown Cooperative Charter Public (District)

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Hilltown Cooperative Charter Public (District)

Organization Information

DISTRICT NAME
Hilltown Cooperative Charter Public (District) (04500000)

TITLE I STATUS
Title I District

REGION
West/Central

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

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Students with Disabilities

Progress toward improvement targets	Accountability percentile
67% - Substantial progress toward targets	-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR
SCHOOLS IN THIS DISTRICT

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	74%	62%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	67%
	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	2	4	-	4	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	5	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	5	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	3	4	10.0
Weighted total		4.8	10.3	-	5.9	7.6	-
Percentage of possible points		47%		-	78%		-
2026 Annual criterion-referenced target percentage		62%

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	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	10	12	67.5	6	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	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	1	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	0	4	10.0
Weighted total		8.0	10.3	-	5.4	7.6	-
Percentage of possible points		78%		-	71%		-
2025 Annual criterion-referenced target percentage		74%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	47%	80%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	67%
	Substantial 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	4	4	-
	Mathematics achievement	3	4	-
	Science achievement	-	-	-
	Achievement total	7	8	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		6.1	7.6	-
Percentage of possible points		80%		-
2026 Annual criterion-referenced target percentage		80%

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	3	4	-
	Mathematics achievement	1	4	-
	Science achievement	-	-	-
	Achievement total	4	8	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		3.6	7.6	-
Percentage of possible points		47%		-
2025 Annual criterion-referenced target percentage		47%

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	500.2	502.5	2.3	504.1	154	2	Recovery Path: Improved Below Target
Lowest Performing	476.3	484.3	8.0	480.5	29	4	Recovery Path: Exceeded Target
High Needs	485.3	490.8	5.5	488.1	57	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	489.2	492.0	2.8	491.5	32	3	Path Forward: Met Target
Students with Disabilities	479.4	483.9	4.5	482.3	37	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.4	502.8	0.4	504.5	126	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	500.1	498.0	-2.1	502.4	157	0	Recovery Path: Declined
Lowest Performing	473.6	477.5	3.9	479.4	29	2	Recovery Path: Improved Below Target
High Needs	484.3	487.0	2.7	486.9	59	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	483.9	484.7	0.8	486.3	32	2	Path Forward: Improved Below Target
Students with Disabilities	481.7	485.2	3.5	485.0	39	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.5	499.1	-2.4	503.3	128	0	Recovery Path: Declined

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	505.0	1.4	506.3	56	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	11	-	-
High Needs	-	-	-	-	16	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	7	-	-
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.6	507.0	1.4	508.6	42	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.6	128	3	Typical Growth - High
Lowest Performing	62.7	29	4	Exceeded Typical Growth
High Needs	55.5	44	3	Typical Growth - High
English Learners and Former English Learners	-	-	-	-
Low Income	54.9	28	3	Typical Growth - High
Students with Disabilities	50.6	27	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.0	105	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.8	131	2	Typical Growth - Low
Lowest Performing	50.3	29	3	Typical Growth - High
High Needs	45.8	46	2	Typical Growth - Low
English Learners and Former English Learners	-	-	-	-
Low Income	43.3	28	2	Typical Growth - Low
Students with Disabilities	42.1	29	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	-	-	-	-
Hispanic or Latino	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.7	107	2	Typical Growth - Low

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	10.6	8.9	-1.7	9.3	202	3	Met Target
Lowest Performing	13.8	10.3	-3.5	10.3	29	3	Met Target
High Needs	17.1	15.4	-1.7	14.5	65	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	13.9	10.8	-3.1	10.2	37	2	Improved Below Target
Students with Disabilities	18.4	18.2	-0.2	15.1	44	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.1	7.8	0.7	5.7	166	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	160	154	96	Yes	1	160	157	98	Yes	1	57	56	98	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	61	57	61	59	17	16	139	132	95	Yes	1
English Learners and Former English Learners	-	-	-	-	-	-	-	-	-	-	-
Low Income	33	32	33	32	8	7	74	71	96	Yes	1
Students with Disabilities	41	37	41	39	13	12	95	88	93	No	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	2	2	2	2	2	2	6	-	-	-	-
Black or African American	-	-	-	-	-	-	-	-	-	-	-
Hispanic or Latino	12	11	12	12	4	4	28	-	-	-	-
Multi-Race, Not Hispanic or Latino	16	15	16	15	8	8	40	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	130	126	130	128	43	42	303	296	98	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