Massachusetts School and District Profiles

Staff Sargent James J. Hill Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Staff Sargent James J. Hill Elementary School

Organization Information

DISTRICT NAME
Revere (02480000)

TITLE I STATUS
Title I School

SCHOOL
Staff Sargent James J. Hill Elementary School (02480035)

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

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
63% - Substantial progress toward targets	35

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	56%	67%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	63%
	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	2	4	-	3	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	60.0	7	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		5.4	9.6	-	5.9	7.6	-
Percentage of possible points		56%		-	78%		-
2026 Annual criterion-referenced target percentage		67%

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	-	3	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		2.8	9.6	-	6.3	7.6	-
Percentage of possible points		29%		-	83%		-
2025 Annual criterion-referenced target percentage		56%

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	28%	67%
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		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	4	4	-
	Achievement total	8	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		6.9	10.3	-
Percentage of possible points		67%		-
2026 Annual criterion-referenced target percentage		67%

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	1	4	-
	Science achievement	1	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	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		2.9	10.3	-
Percentage of possible points		28%		-
2025 Annual criterion-referenced target percentage		28%

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	483.7	485.4	1.7	487.5	297	2	Recovery Path: Improved Below Target
Lowest Performing	458.2	466.3	8.1	463.3	46	4	Path Forward: Exceeded Target
High Needs	480.7	483.2	2.5	484.3	255	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	477.6	479.6	2.0	481.2	168	2	Recovery Path: Improved Below Target
Low Income	480.8	482.9	2.1	484.3	216	2	Recovery Path: Improved Below Target
Students with Disabilities	470.8	474.2	3.4	473.0	65	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	481.4	483.7	2.3	485.1	222	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.6	490.7	-2.9	497.4	51	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	489.2	490.1	0.9	492.0	296	2	Recovery Path: Improved Below Target
Lowest Performing	462.4	467.5	5.1	467.2	46	3	Recovery Path: Met Target
High Needs	486.8	488.1	1.3	489.4	254	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	484.4	485.6	1.2	487.3	167	2	Recovery Path: Improved Below Target
Low Income	487.0	487.9	0.9	489.7	215	2	Recovery Path: Improved Below Target
Students with Disabilities	474.0	475.0	1.0	475.8	64	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	487.3	488.4	1.1	490.3	221	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.5	496.1	-1.4	499.7	51	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	489.8	491.0	1.2	492.6	105	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	23	-	-
High Needs	486.4	490.0	3.6	489.3	93	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	484.4	485.3	0.9	487.3	53	2	Recovery Path: Improved Below Target
Low Income	486.5	488.0	1.5	489.1	78	2	Recovery Path: Improved Below Target
Students with Disabilities	-	-	-	-	24	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	487.2	489.3	2.1	490.6	80	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	16	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.9	203	3	Typical Growth - High
Lowest Performing	51.0	46	3	Typical Growth - High
High Needs	54.8	174	3	Typical Growth - High
English Learners and Former English Learners	54.0	112	3	Typical Growth - High
Low Income	54.9	149	3	Typical Growth - High
Students with Disabilities	52.0	47	3	Typical Growth - High
American Indian or Alaska Native	-	2	-	-
Asian	-	4	-	-
Black or African American	-	7	-	-
Hispanic or Latino	53.7	156	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.6	30	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.5	203	2	Typical Growth - Low
Lowest Performing	47.9	46	2	Typical Growth - Low
High Needs	46.6	174	2	Typical Growth - Low
English Learners and Former English Learners	48.5	112	2	Typical Growth - Low
Low Income	46.0	149	2	Typical Growth - Low
Students with Disabilities	47.6	46	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	4	-	-
Black or African American	-	7	-	-
Hispanic or Latino	45.5	156	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.8	30	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	60.9	68.1	7.2	64.9	213	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	60.9	68.1	7.2	64.9	213	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	15.5	11.5	-4.0	14.0	529	4	Exceeded Target
Lowest Performing	12.2	15.2	3.0	7.6	46	0	Declined
High Needs	16.5	12.5	-4.0	14.1	456	4	Exceeded Target
English Learners and Former English Learners	15.5	11.4	-4.1	12.0	324	4	Exceeded Target
Low Income	17.6	13.3	-4.3	14.4	384	4	Exceeded Target
Students with Disabilities	15.1	20.7	5.6	11.5	116	0	Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	15.8	12.6	-3.2	11.6	390	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	14.0	9.9	-4.1	12.2	91	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	315	315	100	Yes	1	314	314	100	Yes	1	110	110	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	273	273	272	272	98	98	643	643	100	Yes	1
English Learners and Former English Learners	186	186	185	185	58	58	429	429	100	Yes	1
Low Income	233	233	231	231	82	82	546	546	100	Yes	1
Students with Disabilities	69	69	68	68	25	25	162	162	100	Yes	1
American Indian or Alaska Native	2	2	2	2	1	1	5	-	-	-	-
Asian	6	6	6	6	3	3	15	-	-	-	-
Black or African American	12	12	12	12	2	2	26	-	-	-	-
Hispanic or Latino	240	240	239	239	85	85	564	564	100	Yes	1
Multi-Race, Not Hispanic or Latino	4	4	4	4	3	3	11	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	51	51	51	51	16	16	118	118	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