Massachusetts School and District Profiles

Hyman Fine Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Hyman Fine Elementary School

Organization Information

DISTRICT NAME
Attleboro (00160000)

TITLE I STATUS
Title I School

SCHOOL
Hyman Fine Elementary School (00160040)

GRADES SERVED
K,01,02,03,04

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
55% - Substantial progress toward targets	56

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	68%	46%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	55%
	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	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	2	8	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		2.7	7.2	-	4.2	7.6	-
Percentage of possible points		38%		-	55%		-
2026 Annual criterion-referenced target percentage		46%

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	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	4	8	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	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		4.3	7.2	-	5.8	7.6	-
Percentage of possible points		60%		-	76%		-
2025 Annual criterion-referenced target percentage		68%

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	59%	36%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	45%
	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	-	-	-
	Achievement total	2	8	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.7	7.6	-
Percentage of possible points		36%		-
2026 Annual criterion-referenced target percentage		36%

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	2	4	-
	Science achievement	-	-	-
	Achievement total	4	8	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		4.5	7.6	-
Percentage of possible points		59%		-
2025 Annual criterion-referenced target percentage		59%

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	494.0	495.5	1.5	498.3	195	2	Recovery Path: Improved Below Target
Lowest Performing	476.3	477.6	1.3	484.3	23	2	Recovery Path: Improved Below Target
High Needs	486.3	486.8	0.5	491.3	102	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	486.0	488.9	2.9	492.6	32	2	Recovery Path: Improved Below Target
Low Income	487.2	487.8	0.6	491.6	81	2	Recovery Path: Improved Below Target
Students with Disabilities	476.5	477.9	1.4	482.3	38	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	485.9	492.3	6.4	491.7	41	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.2	496.2	0.0	500.0	118	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	496.6	494.7	-1.9	499.0	195	0	Recovery Path: Declined
Lowest Performing	467.0	472.2	5.2	473.5	23	2	Recovery Path: Improved Below Target
High Needs	488.6	484.8	-3.8	492.5	102	0	Recovery Path: Declined
English Learners and Former English Learners	488.0	487.3	-0.7	491.0	32	0	Recovery Path: Declined
Low Income	487.5	484.5	-3.0	491.3	81	0	Recovery Path: Declined
Students with Disabilities	480.7	475.3	-5.4	484.9	38	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	486.7	488.2	1.5	489.7	41	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.6	498.3	-2.3	503.0	118	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 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	2026 Mean SGP	N	Points	Reason
All Students	51.9	91	3	Typical Growth - High
Lowest Performing	49.0	23	2	Typical Growth - Low
High Needs	50.7	48	3	Typical Growth - High
English Learners and Former English Learners	-	11	-	-
Low Income	51.0	39	3	Typical Growth - High
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	8	-	-
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.6	54	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.5	91	3	Typical Growth - High
Lowest Performing	55.2	23	3	Typical Growth - High
High Needs	50.9	48	3	Typical Growth - High
English Learners and Former English Learners	-	11	-	-
Low Income	48.9	39	2	Typical Growth - Low
Students with Disabilities	-	19	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	8	-	-
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.6	54	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	62.7	66.7	4.0	66.7	45	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	62.7	66.7	4.0	66.7	45	3	Met 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	9.0	9.8	0.8	7.7	386	0	Declined
Lowest Performing	17.4	13.0	-4.4	13.9	23	4	Exceeded Target
High Needs	14.3	16.5	2.2	11.7	188	0	Declined
English Learners and Former English Learners	12.8	20.3	7.5	9.8	64	0	Declined
Low Income	16.5	18.8	2.3	12.8	154	0	Declined
Students with Disabilities	23.9	13.4	-10.5	20.6	67	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	31	-	-
Hispanic or Latino	15.1	18.1	3.0	11.4	94	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	27	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.7	5.8	0.1	4.3	223	1	No Change

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	198	198	100	Yes	1	198	198	100	Yes	1	0	-	-	-	-

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	104	104	104	104	0	0	208	208	100	Yes	1
English Learners and Former English Learners	33	33	33	33	0	0	66	66	100	Yes	1
Low Income	83	83	83	83	0	0	166	166	100	Yes	1
Students with Disabilities	38	38	38	38	0	0	76	76	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	6	6	6	6	0	0	12	-	-	-	-
Black or African American	17	17	17	17	0	0	34	-	-	-	-
Hispanic or Latino	41	41	41	41	0	0	82	82	100	Yes	1
Multi-Race, Not Hispanic or Latino	13	13	13	13	0	0	26	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	120	120	120	120	0	0	240	240	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