Massachusetts School and District Profiles

Holmes Elementary School

Districts
Schools

2025

2025 Official Accountability Report - Holmes Elementary School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Holmes Elementary School (00350138)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
76% - Meeting or exceeding targets	19

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	94%	64%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	76%
	Meeting or exceeding targets

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	2	4	-	3	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	7	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	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	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		6.0	9.6	-	4.9	7.6	-
Percentage of possible points		63%		-	65%		-
2025 Annual criterion-referenced target percentage		64%

2024 Points awarded

2024 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	3	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	6	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		8.6	9.6	-	7.4	7.6	-
Percentage of possible points		90%		-	97%		-
2024 Annual criterion-referenced target percentage		94%

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

	2024	2025
Annual criterion-referenced target percentage	89%	61%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	72%
	Substantial progress toward targets

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	2	4	-
	Science achievement	2	4	-
	Achievement total	7	12	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		6.3	10.3	-
Percentage of possible points		61%		-
2025 Annual criterion-referenced target percentage		61%

2024 Points awarded

2024 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	4	4	-
	Achievement total	11	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	2	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		9.2	10.3	-
Percentage of possible points		89%		-
2024 Annual criterion-referenced target percentage		89%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	485.3	488.4	3.1	488.5	136	3	Recovery Path: Met Target
Lowest Performing	467.9	470.7	2.8	473.0	22	2	Path Forward: Improved Below Target
High Needs	485.4	488.5	3.1	488.2	131	3	Recovery Path: Met Target
English Learners and Former English Learners	478.2	479.4	1.2	480.6	41	2	Recovery Path: Improved Below Target
Low Income	485.6	488.5	2.9	488.6	130	3	Recovery Path: Met Target
Students with Disabilities	475.6	479.4	3.8	478.3	48	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	484.3	488.4	4.1	487.0	78	4	Recovery Path: Exceeded Target
Hispanic or Latino	485.0	488.3	3.3	486.6	49	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	480.9	481.9	1.0	483.2	137	2	Recovery Path: Improved Below Target
Lowest Performing	458.0	461.6	3.6	462.0	22	3	Recovery Path: Met Target
High Needs	480.7	482.0	1.3	482.7	132	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	476.9	480.8	3.9	479.0	41	4	Recovery Path: Exceeded Target
Low Income	480.8	482.1	1.3	483.6	131	2	Recovery Path: Improved Below Target
Students with Disabilities	471.6	472.6	1.0	474.1	47	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	480.0	480.5	0.5	482.8	77	2	Recovery Path: Improved Below Target
Hispanic or Latino	480.6	483.1	2.5	483.7	50	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	478.8	479.6	0.8	481.9	34	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	9	-	-
High Needs	478.6	480.4	1.8	481.6	32	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	479.1	480.4	1.3	482.0	32	2	Recovery Path: Improved Below Target
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	56.4	97	3	Typical Growth - High
Lowest Performing	53.1	21	3	Typical Growth - High
High Needs	55.6	92	3	Typical Growth - High
English Learners and Former English Learners	59.9	27	3	Typical Growth - High
Low Income	55.2	91	3	Typical Growth - High
Students with Disabilities	47.2	30	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	58.2	57	3	Typical Growth - High
Hispanic or Latino	55.4	34	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	1	-	-

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	46.6	98	2	Typical Growth - Low
Lowest Performing	44.3	21	2	Typical Growth - Low
High Needs	47.3	93	2	Typical Growth - Low
English Learners and Former English Learners	51.3	27	3	Typical Growth - High
Low Income	47.1	92	2	Typical Growth - Low
Students with Disabilities	41.8	30	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	47.8	56	2	Typical Growth - Low
Hispanic or Latino	43.1	36	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	1	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	46.2	63.3	17.1	51.6	49	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	46.2	63.3	17.1	51.6	49	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	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	39.9	31.1	-8.8	37.7	222	4	Exceeded Target
Lowest Performing	47.8	13.6	-34.2	42.9	22	4	Exceeded Target
High Needs	40.2	31.2	-9.0	37.7	215	4	Exceeded Target
English Learners and Former English Learners	35.9	32.5	-3.4	32.6	83	3	Met Target
Low Income	40.5	31.6	-8.9	37.8	212	4	Exceeded Target
Students with Disabilities	40.3	37.3	-3.0	36.0	67	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	3	-	-
Black or African American	33.1	26.3	-6.8	29.5	118	4	Exceeded Target
Hispanic or Latino	49.4	38.9	-10.5	45.6	90	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

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	148	146	99	Yes	1	148	147	99	Yes	1	36	36	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	142	140	142	141	34	34	318	315	99	Yes	1
English Learners and Former English Learners	48	47	48	47	8	8	104	102	98	Yes	1
Low Income	141	139	141	140	34	34	316	313	99	Yes	1
Students with Disabilities	49	49	49	48	15	15	113	112	99	Yes	1
American Indian or Alaska Native	2	2	2	2	2	2	6	-	-	-	-
Asian	3	3	3	3	0	0	6	-	-	-	-
Black or African American	81	81	81	80	18	18	180	179	99	Yes	1
Hispanic or Latino	56	55	56	56	14	14	126	125	99	Yes	1
Multi-Race, Not Hispanic or Latino	5	4	5	5	1	1	11	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	1	1	1	1	1	1	3	-	-	-	-

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