Massachusetts School and District Profiles

A. C. Whelan Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - A. C. Whelan Elementary School

Organization Information

DISTRICT NAME
Revere (02480000)

TITLE I STATUS
Title I School

SCHOOL
A. C. Whelan Elementary School (02480003)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
37% - Moderate progress toward targets	20

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	42%	34%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	37%
	Moderate 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	0	4	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	5	8	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	2	8	20.0	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	1	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		0.9	9.6	-	4.5	7.6	-
Percentage of possible points		9%		-	59%		-
2026 Annual criterion-referenced target percentage		34%

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	2	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	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	3	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		3.5	9.6	-	3.6	7.6	-
Percentage of possible points		37%		-	47%		-
2025 Annual criterion-referenced target percentage		42%

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%	8%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	19%
	Limited or no 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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	1	4	-
	Growth total	2	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		0.8	10.3	-
Percentage of possible points		8%		-
2026 Annual criterion-referenced target percentage		8%

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	0	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	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	486.2	484.6	-1.6	489.1	304	0	Recovery Path: Declined
Lowest Performing	463.2	464.9	1.7	468.3	43	2	Path Forward: Improved Below Target
High Needs	483.6	482.0	-1.6	486.2	240	0	Recovery Path: Declined
English Learners and Former English Learners	480.8	480.5	-0.3	484.0	150	1	Recovery Path: No Change
Low Income	483.5	481.5	-2.0	486.2	191	0	Recovery Path: Declined
Students with Disabilities	468.8	465.5	-3.3	471.8	57	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	483.5	482.4	-1.1	486.7	185	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.6	488.1	-1.5	492.5	93	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	489.5	487.7	-1.8	491.9	306	0	Recovery Path: Declined
Lowest Performing	463.1	466.8	3.7	467.2	43	3	Recovery Path: Met Target
High Needs	486.7	485.0	-1.7	488.8	241	0	Recovery Path: Declined
English Learners and Former English Learners	485.4	485.6	0.2	488.9	151	2	Recovery Path: Improved Below Target
Low Income	486.8	484.4	-2.4	489.5	192	0	Recovery Path: Declined
Students with Disabilities	470.5	466.2	-4.3	473.1	58	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	486.7	485.4	-1.3	489.6	187	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.9	491.0	-0.9	494.1	93	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	492.1	481.3	-10.8	495.8	116	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	27	-	-
High Needs	489.5	479.7	-9.8	492.1	98	0	Recovery Path: Declined
English Learners and Former English Learners	488.0	478.5	-9.5	491.0	57	0	Recovery Path: Declined
Low Income	488.1	480.3	-7.8	491.2	82	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	488.4	478.3	-10.1	493.0	67	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.9	484.3	-10.6	499.8	39	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	37.8	188	1	Low Growth
Lowest Performing	38.7	43	1	Low Growth
High Needs	37.8	149	1	Low Growth
English Learners and Former English Learners	37.8	81	1	Low Growth
Low Income	37.2	122	1	Low Growth
Students with Disabilities	32.6	34	1	Low Growth
American Indian or Alaska Native	-	4	-	-
Asian	-	5	-	-
Black or African American	-	4	-	-
Hispanic or Latino	37.1	105	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	36.1	66	1	Low Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	38.4	197	1	Low Growth
Lowest Performing	43.3	43	2	Typical Growth - Low
High Needs	38.3	157	1	Low Growth
English Learners and Former English Learners	40.9	89	2	Typical Growth - Low
Low Income	37.4	130	1	Low Growth
Students with Disabilities	33.0	35	1	Low Growth
American Indian or Alaska Native	-	5	-	-
Asian	-	5	-	-
Black or African American	-	4	-	-
Hispanic or Latino	36.7	111	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	39.7	68	1	Low Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	68.2	67.6	-0.6	72.2	185	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	68.2	67.6	-0.6	72.2	185	1	No Change
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	24.7	21.5	-3.2	22.5	531	4	Exceeded Target
Lowest Performing	26.1	14.0	-12.1	21.2	43	4	Exceeded Target
High Needs	27.1	25.0	-2.1	24.6	436	3	Met Target
English Learners and Former English Learners	23.4	22.9	-0.5	20.1	284	2	Improved Below Target
Low Income	29.0	26.8	-2.2	26.3	354	3	Met Target
Students with Disabilities	30.7	28.1	-2.6	26.4	114	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	27.5	23.3	-4.2	23.7	335	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	19.8	16.0	-3.8	16.9	150	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	320	317	99	Yes	1	320	319	100	Yes	1	122	122	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	255	253	255	254	104	104	614	611	100	Yes	1
English Learners and Former English Learners	162	161	162	162	63	63	387	386	100	Yes	1
Low Income	204	203	204	204	87	87	495	494	100	Yes	1
Students with Disabilities	63	61	63	62	21	21	147	144	98	Yes	1
American Indian or Alaska Native	5	5	5	5	3	3	13	-	-	-	-
Asian	8	8	8	8	2	2	18	-	-	-	-
Black or African American	8	8	8	8	3	3	19	-	-	-	-
Hispanic or Latino	199	197	199	199	73	73	471	469	100	Yes	1
Multi-Race, Not Hispanic or Latino	5	5	5	5	2	2	12	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	95	94	95	94	39	39	229	227	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