Massachusetts School and District Profiles

Garfield Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Garfield Elementary School

Organization Information

DISTRICT NAME
Revere (02480000)

TITLE I STATUS
Title I School

SCHOOL
Garfield Elementary School (02480056)

GRADES SERVED
PK,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
68% - Substantial progress toward targets	36

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	85%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	68%
	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	0	4	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	5	8	20.0	6	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		3.0	9.6	-	6.1	7.6	-
Percentage of possible points		31%		-	80%		-
2026 Annual criterion-referenced target percentage		56%

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	2	4	-	4	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	9	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	20.0	6	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	3	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		7.3	9.6	-	7.2	7.6	-
Percentage of possible points		76%		-	95%		-
2025 Annual criterion-referenced target percentage		85%

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	63%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	42%
	Moderate 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	0	4	-
	Science achievement	0	4	-
	Achievement total	2	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		2.9	10.3	-
Percentage of possible points		28%		-
2026 Annual criterion-referenced target percentage		28%

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	2	4	-
	Mathematics achievement	3	4	-
	Science achievement	2	4	-
	Achievement total	7	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	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		6.5	10.3	-
Percentage of possible points		63%		-
2025 Annual criterion-referenced target percentage		63%

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	485.8	486.0	0.2	489.0	260	2	Recovery Path: Improved Below Target
Lowest Performing	460.1	468.3	8.2	465.2	38	4	Path Forward: Exceeded Target
High Needs	484.0	484.4	0.4	486.1	243	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	480.2	482.1	1.9	483.5	185	2	Recovery Path: Improved Below Target
Low Income	483.1	484.2	1.1	484.5	201	3	Recovery Path: Met Target
Students with Disabilities	474.0	468.9	-5.1	477.3	50	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	18	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	483.4	482.8	-0.6	484.8	180	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.2	492.7	-0.5	496.1	50	1	Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	496.1	494.2	-1.9	498.6	259	0	Path Forward: Declined
Lowest Performing	473.4	478.4	5.0	478.5	38	3	Path Forward: Met Target
High Needs	494.6	492.9	-1.7	497.3	242	0	Path Forward: Declined
English Learners and Former English Learners	492.8	490.8	-2.0	496.3	184	0	Path Forward: Declined
Low Income	493.4	493.0	-0.4	496.2	201	1	Path Forward: No Change
Students with Disabilities	481.0	477.9	-3.1	484.4	50	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	18	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	493.8	492.5	-1.3	496.4	179	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.7	496.7	-6.0	505.5	50	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	488.1	480.1	-8.0	491.7	78	0	Path Forward: Declined
Lowest Performing	-	-	-	-	18	-	-
High Needs	485.9	478.2	-7.7	489.7	73	0	Path Forward: Declined
English Learners and Former English Learners	482.8	473.6	-9.2	486.9	53	0	Path Forward: Declined
Low Income	485.6	478.8	-6.8	489.6	63	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	484.5	475.6	-8.9	488.1	52	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	16	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.6	158	3	Typical Growth - High
Lowest Performing	51.9	38	3	Typical Growth - High
High Needs	54.9	149	3	Typical Growth - High
English Learners and Former English Learners	56.5	112	3	Typical Growth - High
Low Income	55.3	130	3	Typical Growth - High
Students with Disabilities	43.5	27	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	12	-	-
Black or African American	-	2	-	-
Hispanic or Latino	54.2	110	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.9	32	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.3	161	2	Typical Growth - Low
Lowest Performing	54.2	38	3	Typical Growth - High
High Needs	47.7	152	2	Typical Growth - Low
English Learners and Former English Learners	48.3	116	2	Typical Growth - Low
Low Income	47.0	133	2	Typical Growth - Low
Students with Disabilities	39.4	27	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	12	-	-
Black or African American	-	2	-	-
Hispanic or Latino	47.8	113	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.0	32	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	62.6	71.1	8.5	66.6	256	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	62.6	71.1	8.5	66.6	256	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	20.3	14.5	-5.8	18.8	482	4	Exceeded Target
Lowest Performing	14.6	18.4	3.8	10.0	38	0	Declined
High Needs	21.8	14.6	-7.2	19.4	446	4	Exceeded Target
English Learners and Former English Learners	20.8	13.7	-7.1	17.3	343	4	Exceeded Target
Low Income	22.7	16.2	-6.5	19.5	376	4	Exceeded Target
Students with Disabilities	29.2	25.3	-3.9	25.6	95	3	Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	24	-	-
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	21.8	15.2	-6.6	17.6	356	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	14.3	17.3	3.0	12.5	75	0	Declined

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	274	274	100	Yes	1	274	274	100	Yes	1	83	83	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	257	257	257	257	78	78	592	592	100	Yes	1
English Learners and Former English Learners	196	196	195	195	55	55	446	446	100	Yes	1
Low Income	214	214	215	215	68	68	497	497	100	Yes	1
Students with Disabilities	50	50	50	50	15	15	115	115	100	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	18	18	18	18	8	8	44	-	-	-	-
Black or African American	11	11	12	12	2	2	25	-	-	-	-
Hispanic or Latino	190	190	189	189	55	55	434	434	100	Yes	1
Multi-Race, Not Hispanic or Latino	3	3	3	3	1	1	7	-	-	-	-
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