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Hobomock Elementary
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2025 Official Accountability Report - Hobomock Elementary
Organization Information
DISTRICT NAME
Pembroke (02310000)		TITLE I STATUS
Non-Title I School
SCHOOL
Hobomock Elementary (02310010)		GRADES SERVED
K,01,02,03,04,05,06
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
46% - Moderate progress toward targets57

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage28%59%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		46%
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 achievement04-24-
Mathematics achievement34-44-
Science achievement24----
Achievement total51267.56867.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-44-
Growth total5822.57822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total4.510.3-5.67.6-
Percentage of possible points 44%-74%-
2025 Annual criterion-referenced target percentage59%

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 achievement04-14-
Mathematics achievement04-24-
Science achievement04----
Achievement total01267.53867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 total1.310.3-3.37.6-
Percentage of possible points 13%-43%-
2024 Annual criterion-referenced target percentage28%

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%84%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		56%
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 achievement34-
Mathematics achievement44-
Science achievement44-
Achievement total111267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total8.610.3-
Percentage of possible points 84%-
2025 Annual criterion-referenced target percentage84%

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 497.5 494.0 -3.5 499.8 2200Recovery Path: Declined
Lowest Performing 472.4 474.8 2.4 478.3 392Recovery Path: Improved Below Target
High Needs 482.5 484.5 2.0 485.0 763Recovery Path: Met Target
English Learners and Former English Learners---- 9--
Low Income 487.3 491.4 4.1 489.5 354Recovery Path: Exceeded Target
Students with Disabilities 479.0 480.5 1.5 481.5 522Recovery Path: Improved Below Target
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 3--
Hispanic or Latino---- 8--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 497.8 494.1 -3.7 500.0 1990Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 500.0 501.6 1.6 502.0 2213Recovery Path: Met Target
Lowest Performing 474.5 482.2 7.7 479.2 394Recovery Path: Exceeded Target
High Needs 484.1 488.6 4.5 485.6 774Recovery Path: Exceeded Target
English Learners and Former English Learners---- 9--
Low Income 489.3 493.1 3.8 490.8 354Recovery Path: Exceeded Target
Students with Disabilities 479.9 483.3 3.4 482.0 534Recovery Path: Exceeded Target
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 3--
Hispanic or Latino---- 9--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 500.6 501.7 1.1 502.5 1992Recovery 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 493.9 494.2 0.3 496.6 512Recovery Path: Improved Below Target
Lowest Performing---- 13--
High Needs 479.3 485.7 6.4 482.7 204Path Forward: Exceeded Target
English Learners and Former English Learners---- 2--
Low Income---- 9--
Students with Disabilities---- 12--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 1--
Hispanic or Latino---- 1--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 494.0 495.3 1.3 496.8 462Recovery Path: Improved Below Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 43.2 1552Typical Growth - Low
Lowest Performing 53.1 393Typical Growth - High
High Needs 46.4 512Typical Growth - Low
English Learners and Former English Learners- 6--
Low Income 43.0 232Typical Growth - Low
Students with Disabilities 50.9 323Typical Growth - High
American Indian or Alaska Native----
Asian- 2--
Black or African American- 3--
Hispanic or Latino- 6--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 44.8 1392Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 54.7 1563Typical Growth - High
Lowest Performing 60.0 394Exceeded Typical Growth
High Needs 55.3 523Typical Growth - High
English Learners and Former English Learners- 6--
Low Income 50.9 233Typical Growth - High
Students with Disabilities 57.0 333Typical Growth - High
American Indian or Alaska Native----
Asian- 2--
Black or African American- 3--
Hispanic or Latino- 7--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 55.8 1393Typical Growth - High

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 7.4 8.3 0.9 6.1 3370Declined
Lowest Performing 7.7 15.4 7.7 4.2 390Declined
High Needs 10.3 12.1 1.8 7.7 1160Declined
English Learners and Former English Learners---- 12--
Low Income 17.0 19.6 2.6 13.3 560Declined
Students with Disabilities 8.8 12.0 3.2 5.5 750Declined
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 3--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 6.9 7.9 1.0 5.5 3040Declined

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 224 223100Yes 1 224 224100Yes 1 52 52100Yes 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 80 79 80 80 21 21 181 18099Yes1
English Learners and Former English Learners 10 10 10 10 2 2 22----
Low Income 38 38 38 38 10 10 86 86100Yes1
Students with Disabilities 54 53 54 54 12 12 120 11999Yes1
American Indian or Alaska Native-----------
Asian 2 2 2 2 1 1 5----
Black or African American 3 3 3 3 1 1 7----
Hispanic or Latino 10 9 10 10 1 1 21----
Multi-Race, Not Hispanic or Latino 8 8 8 8 2 2 18----
Native Hawaiian or Other Pacific Islander-----------
White 201 201 201 201 47 47 449 449100Yes1


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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