Massachusetts School and District Profiles

Paul Revere

Districts
Schools

2025

2025 Official Accountability Report - Paul Revere

Organization Information

DISTRICT NAME
Revere (02480000)

TITLE I STATUS
Title I School

SCHOOL
Paul Revere (02480050)

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
51% - Substantial progress toward targets	40

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	60%	45%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	51%
	Substantial progress toward 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	1	4	-	0	4	-
	Mathematics achievement	1	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	6	12	60.0	3	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		4.9	9.6	-	2.9	7.6	-
Percentage of possible points		51%		-	38%		-
2025 Annual criterion-referenced target percentage		45%

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	0	4	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	8	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	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		3.0	9.6	-	6.8	7.6	-
Percentage of possible points		31%		-	90%		-
2024 Annual criterion-referenced target percentage		60%

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	41%	47%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	44%
	Moderate 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	0	4	-
	Mathematics achievement	1	4	-
	Science achievement	4	4	-
	Achievement total	5	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		4.8	10.3	-
Percentage of possible points		47%		-
2025 Annual criterion-referenced target percentage		47%

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	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	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		4.2	10.3	-
Percentage of possible points		41%		-
2024 Annual criterion-referenced target percentage		41%

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	486.7	486.5	-0.2	490.3	243	1	Recovery Path: No Change
Lowest Performing	470.3	469.1	-1.2	475.4	32	0	Path Forward: Declined
High Needs	484.4	483.6	-0.8	487.8	204	0	Recovery Path: Declined
English Learners and Former English Learners	482.1	479.2	-2.9	486.3	135	0	Recovery Path: Declined
Low Income	484.9	483.0	-1.9	488.5	176	0	Recovery Path: Declined
Students with Disabilities	472.9	471.4	-1.5	476.3	62	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	485.2	483.2	-2.0	488.7	142	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	491.0	493.2	2.2	494.9	79	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	488.1	487.9	-0.2	491.2	243	1	Recovery Path: No Change
Lowest Performing	462.1	468.0	5.9	467.7	32	3	Recovery Path: Met Target
High Needs	485.6	485.3	-0.3	488.5	204	1	Recovery Path: No Change
English Learners and Former English Learners	482.4	482.7	0.3	485.6	135	2	Recovery Path: Improved Below Target
Low Income	486.3	485.8	-0.5	489.5	176	1	Recovery Path: No Change
Students with Disabilities	470.0	471.0	1.0	473.1	62	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	485.2	484.7	-0.5	488.1	142	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	495.0	495.3	0.3	499.0	79	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	482.3	496.8	14.5	485.2	79	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	14	-	-
High Needs	478.7	493.3	14.6	480.8	63	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	482.3	489.1	6.8	485.2	38	4	Recovery Path: Exceeded Target
Low Income	478.2	491.9	13.7	481.2	54	4	Recovery Path: Exceeded Target
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	482.4	494.1	11.7	485.8	46	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	29	-	-

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	52.3	146	3	Typical Growth - High
Lowest Performing	40.0	32	2	Typical Growth - Low
High Needs	52.1	118	3	Typical Growth - High
English Learners and Former English Learners	51.0	72	3	Typical Growth - High
Low Income	52.4	99	3	Typical Growth - High
Students with Disabilities	34.6	29	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	-	5	-	-
Hispanic or Latino	50.2	83	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.4	52	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	45.6	147	2	Typical Growth - Low
Lowest Performing	47.2	32	2	Typical Growth - Low
High Needs	45.3	119	2	Typical Growth - Low
English Learners and Former English Learners	47.0	73	2	Typical Growth - Low
Low Income	46.5	100	2	Typical Growth - Low
Students with Disabilities	40.4	29	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	-	5	-	-
Hispanic or Latino	44.3	84	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.9	52	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	71.0	61.1	-9.9	75.0	157	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	71.0	61.1	-9.9	75.0	157	0	Declined
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	4.7	5.9	1.2	3.2	439	3	Met Target
Lowest Performing	8.6	9.4	0.8	4.0	32	0	Declined
High Needs	4.6	6.8	2.2	2.2	366	3	Met Target
English Learners and Former English Learners	4.6	7.1	2.5	1.1	252	0	Declined
Low Income	5.3	7.8	2.5	2.1	309	0	Declined
Students with Disabilities	5.7	5.3	-0.4	2.1	94	3	Met Target
American Indian or Alaska Native	-	-	-	-	7	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	5.3	6.9	1.6	1.1	260	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	3.4	2.4	-1.0	1.6	127	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	255	255	100	Yes	1	255	255	100	Yes	1	82	82	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	216	216	216	216	66	66	498	498	100	Yes	1
English Learners and Former English Learners	146	146	146	146	41	41	333	333	100	Yes	1
Low Income	185	185	185	185	57	57	427	427	100	Yes	1
Students with Disabilities	64	64	64	64	13	13	141	141	100	Yes	1
American Indian or Alaska Native	2	2	2	2	0	0	4	-	-	-	-
Asian	8	8	8	8	2	2	18	-	-	-	-
Black or African American	9	9	9	9	2	2	20	-	-	-	-
Hispanic or Latino	150	150	150	150	48	48	348	348	100	Yes	1
Multi-Race, Not Hispanic or Latino	4	4	4	4	0	0	8	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	81	81	81	81	30	30	192	192	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