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Herbert Clark Hoover
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2025 Official Accountability Report - Herbert Clark Hoover
Organization Information
DISTRICT NAME
Melrose (01780000)		TITLE I STATUS
Title I School
SCHOOL
Herbert Clark Hoover (01780017)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
School of Recognition: 2025 National Blue Ribbon School Nominee
Progress toward improvement targetsAccountability percentile
77% - Meeting or exceeding targets84

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage76%77%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		77%
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)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-44-
Mathematics achievement44-44-
Science achievement04----
Achievement total71267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-44-
Growth total7822.57822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total6.310.3-7.17.6-
Percentage of possible points 61%-93%-
2025 Annual criterion-referenced target percentage77%

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 achievement34-24-
Mathematics achievement44-34-
Science achievement34----
Achievement total101267.55867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-34-
Growth total7822.56822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total8.710.3-5.17.6-
Percentage of possible points 85%-67%-
2024 Annual criterion-referenced target percentage76%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
91

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage98%51%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		70%
Substantial 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 achievement04-
Mathematics achievement34-
Science achievement---
Achievement total3867.5
GrowthEnglish language arts growth34-
Mathematics growth44-
Growth total7822.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total3.97.6-
Percentage of possible points 51%-
2025 Annual criterion-referenced target percentage51%

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 achievement44-
Mathematics achievement44-
Science achievement44-
Achievement total121267.5
GrowthEnglish language arts growth34-
Mathematics growth44-
Growth total7822.5
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 total10.110.3-
Percentage of possible points 98%-
2024 Annual criterion-referenced target percentage98%

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 506.5 504.1 -2.4 509.4 1323Recovery Path: Met Target
Lowest Performing 485.2 491.2 6.0 489.4 214Recovery Path: Exceeded Target
High Needs 495.4 492.0 -3.4 498.2 500Path Forward: Declined
English Learners and Former English Learners---- 15--
Low Income 491.0 492.0 1.0 493.3 222Path Forward: Improved Below Target
Students with Disabilities 494.4 489.4 -5.0 497.3 273Path Forward: Met Target
American Indian or Alaska Native-------
Asian---- 9--
Black or African American---- 10--
Hispanic or Latino---- 12--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 508.3 505.3 -3.0 510.8 963Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 506.5 510.4 3.9 509.0 1314Recovery Path: Exceeded Target
Lowest Performing 477.2 485.0 7.8 482.3 214Recovery Path: Exceeded Target
High Needs 497.2 498.1 0.9 499.8 493Path Forward: Met Target
English Learners and Former English Learners---- 15--
Low Income 491.6 499.9 8.3 494.0 214Path Forward: Exceeded Target
Students with Disabilities 492.3 492.1 -0.2 495.6 263Path Forward: Met Target
American Indian or Alaska Native-------
Asian---- 9--
Black or African American---- 9--
Hispanic or Latino---- 12--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 508.5 511.3 2.8 510.9 964Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 506.6 503.9 -2.7 509.3 460Path Forward: Declined
Lowest Performing---- 15--
High Needs---- 16--
English Learners and Former English Learners---- 3--
Low Income---- 10--
Students with Disabilities---- 6--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 5--
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 511.2 503.2 -8.0 514.2 300Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 51.5 893Typical Growth - High
Lowest Performing 57.2 213Typical Growth - High
High Needs 55.6 333Typical Growth - High
English Learners and Former English Learners- 9--
Low Income- 14--
Students with Disabilities- 18--
American Indian or Alaska Native----
Asian- 7--
Black or African American- 9--
Hispanic or Latino- 8--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 52.5 613Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 61.8 874Exceeded Typical Growth
Lowest Performing 63.8 214Exceeded Typical Growth
High Needs 63.6 314Exceeded Typical Growth
English Learners and Former English Learners- 9--
Low Income- 13--
Students with Disabilities- 16--
American Indian or Alaska Native----
Asian- 7--
Black or African American- 8--
Hispanic or Latino- 8--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander----
White 62.0 604Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change 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-------

Chronic absenteeism - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 8.5 9.8 1.3 7.2 2340Declined
Lowest Performing 19.0 19.0 0.0 15.5 211No Change
High Needs 17.8 14.8 -3.0 15.2 883Met Target
English Learners and Former English Learners---- 32--
Low Income 24.5 19.0 -5.5 20.8 424Exceeded Target
Students with Disabilities 12.8 11.6 -1.2 9.5 432Improved Below Target
American Indian or Alaska Native-------
Asian---- 23--
Black or African American---- 17--
Hispanic or Latino---- 22--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 6.0 9.8 3.8 4.6 1640Declined

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 137 137100Yes 1 137 13699Yes 1 47 47100Yes 1

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 54 54 54 53 16 16 124 12399Yes1
English Learners and Former English Learners 16 16 16 16 3 3 35----
Low Income 25 25 25 24 10 10 60 5998Yes1
Students with Disabilities 28 28 28 27 6 6 62 6198Yes1
American Indian or Alaska Native-----------
Asian 11 11 11 11 3 3 25----
Black or African American 11 11 11 10 5 5 27----
Hispanic or Latino 13 13 13 13 5 5 31----
Multi-Race, Not Hispanic or Latino 5 5 5 5 3 3 13----
Native Hawaiian or Other Pacific Islander-----------
White 96 96 96 96 30 30 222 222100Yes1


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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