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Hill-Roberts Elementary School
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2025 Official Accountability Report - Hill-Roberts Elementary School
Organization Information
DISTRICT NAME
Attleboro (00160000)		TITLE I STATUS
Title I School
SCHOOL
Hill-Roberts Elementary School (00160045)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
41% - Moderate progress toward targets46

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage33%47%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		41%
Moderate 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)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement34----
Mathematics achievement14----
Science achievement------
Achievement total4860.0---
GrowthEnglish language arts growth24----
Mathematics growth14----
Growth total3820.0---
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total4410.0---
Additional indicatorsChronic absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total3.47.2----
Percentage of possible points 47%---
2025 Annual criterion-referenced target percentage47%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-04-
Mathematics achievement44-04-
Science achievement------
Achievement total5860.00867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-14-
Growth total4820.02822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total0410.0---
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total4.27.2-0.57.6-
Percentage of possible points 58%-7%-
2024 Annual criterion-referenced target percentage33%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
48

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage15%43%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		32%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-
Mathematics achievement14-
Science achievement---
Achievement total4867.5
GrowthEnglish language arts growth24-
Mathematics growth04-
Growth total2822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total3.37.6-
Percentage of possible points 43%-
2025 Annual criterion-referenced target percentage43%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total1.17.6-
Percentage of possible points 15%-
2024 Annual criterion-referenced target percentage15%

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 493.1 496.0 2.9 495.9 1633Recovery Path: Met Target
Lowest Performing---- 18--
High Needs 484.3 487.3 3.0 487.2 783Recovery Path: Met Target
English Learners and Former English Learners 482.8 486.2 3.4 485.3 324Path Forward: Exceeded Target
Low Income 485.0 489.3 4.3 487.3 604Recovery Path: Exceeded Target
Students with Disabilities 468.3 471.7 3.4 471.1 214Recovery Path: Exceeded Target
American Indian or Alaska Native-------
Asian---- 12--
Black or African American---- 11--
Hispanic or Latino 488.3 490.4 2.1 490.8 353Path Forward: Met Target
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 498.6 499.6 1.0 501.0 962Path Forward: 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 496.9 496.4 -0.5 499.4 1611Path Forward: No Change
Lowest Performing---- 18--
High Needs 487.8 487.6 -0.2 490.5 781Path Forward: No Change
English Learners and Former English Learners 488.4 487.9 -0.5 491.9 321Path Forward: No Change
Low Income 488.8 488.3 -0.5 491.6 601Path Forward: No Change
Students with Disabilities 471.4 472.0 0.6 474.8 212Path Forward: Improved Below Target
American Indian or Alaska Native-------
Asian---- 12--
Black or African American---- 10--
Hispanic or Latino 491.5 488.8 -2.7 494.1 350Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 502.0 501.1 -0.9 504.8 950Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 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-------

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.6 712Typical Growth - Low
Lowest Performing- 18--
High Needs 48.9 272Typical Growth - Low
English Learners and Former English Learners- 13--
Low Income 49.2 212Typical Growth - Low
Students with Disabilities- 6--
American Indian or Alaska Native----
Asian- 6--
Black or African American- 3--
Hispanic or Latino- 16--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 45.2 432Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 30.7 701Low Growth
Lowest Performing- 18--
High Needs 27.1 280Very Low Growth
English Learners and Former English Learners- 13--
Low Income 24.4 220Very Low Growth
Students with Disabilities- 6--
American Indian or Alaska Native----
Asian- 6--
Black or African American- 3--
Hispanic or Latino- 16--
Multi-Race, Not Hispanic or Latino- 3--
Native Hawaiian or Other Pacific Islander----
White 30.5 421Low Growth

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 61.2 75.5 14.3 63.4 494Exceeded Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 61.2 75.5 14.3 63.4 494Exceeded 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 11.0 12.4 1.4 9.5 3390Declined
Lowest Performing---- 19--
High Needs 14.4 14.7 0.3 12.0 1841No Change
English Learners and Former English Learners 8.6 11.8 3.2 5.1 760Declined
Low Income 16.4 17.5 1.1 13.2 1430Declined
Students with Disabilities 14.0 12.1 -1.9 10.4 582Improved Below Target
American Indian or Alaska Native-------
Asian---- 28--
Black or African American---- 31--
Hispanic or Latino 13.6 15.9 2.3 9.4 690Declined
Multi-Race, Not Hispanic or Latino---- 20--
Native Hawaiian or Other Pacific Islander---- 2--
White 10.8 10.6 -0.2 9.0 1892Improved Below Target

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 174 174100Yes 1 173 173100Yes 1 0----

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 87 87 87 87 0 0 174 174100Yes1
English Learners and Former English Learners 39 39 39 39 0 0 78 78100Yes1
Low Income 69 69 69 69 0 0 138 138100Yes1
Students with Disabilities 21 21 21 21 0 0 42 42100Yes1
American Indian or Alaska Native-----------
Asian 12 12 13 13 0 0 25----
Black or African American 16 16 15 15 0 0 31----
Hispanic or Latino 39 39 39 39 0 0 78 78100Yes1
Multi-Race, Not Hispanic or Latino 9 9 9 9 0 0 18----
Native Hawaiian or Other Pacific Islander 1 1 1 1 0 0 2----
White 97 97 96 96 0 0 193 193100Yes1


About this report

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.


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