Massachusetts School and District Profiles

Holmes Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Holmes Elementary School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Holmes Elementary School (00350138)

GRADES SERVED
PK,K,01,02,03,04,05,06

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
64% - Substantial progress toward targets	31

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	64%	65%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	64%
	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	1	4	-	-	-	-
	Mathematics achievement	4	4	-	-	-	-
	Science achievement	2	4	-	-	-	-
	Achievement total	7	12	60.0	-	-	-
Growth	English language arts growth	4	4	-	-	-	-
	Mathematics growth	3	4	-	-	-	-
	Growth total	7	8	20.0	-	-	-
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	3	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	-	-	-
Weighted total		6.2	9.6	-	-	-	-
Percentage of possible points		65%		-	-		-
2026 Annual criterion-referenced target percentage		65%

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	3	4	-	2	4	-
	Mathematics achievement	2	4	-	3	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	7	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	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	4	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		6.0	9.6	-	4.9	7.6	-
Percentage of possible points		63%		-	65%		-
2025 Annual criterion-referenced target percentage		64%

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	61%	60%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	61%
	Substantial 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	1	4	-
	Mathematics achievement	4	4	-
	Science achievement	1	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	4	4	-
	Growth total	8	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		6.2	10.3	-
Percentage of possible points		60%		-
2026 Annual criterion-referenced target percentage		60%

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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	2	4	-
	Achievement total	7	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		6.3	10.3	-
Percentage of possible points		61%		-
2025 Annual criterion-referenced target percentage		61%

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	488.4	488.1	-0.3	491.6	136	1	Recovery Path: No Change
Lowest Performing	-	-	-	-	19	-	-
High Needs	488.5	488.3	-0.2	491.3	133	1	Recovery Path: No Change
English Learners and Former English Learners	479.4	480.8	1.4	481.8	52	2	Recovery Path: Improved Below Target
Low Income	488.5	488.4	-0.1	491.5	131	1	Recovery Path: No Change
Students with Disabilities	479.4	479.9	0.5	482.1	49	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	488.4	487.0	-1.4	491.1	69	0	Recovery Path: Declined
Hispanic or Latino	488.3	488.8	0.5	489.9	57	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	2	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	481.9	485.3	3.4	484.2	136	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	482.0	485.4	3.4	484.0	133	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	480.8	483.6	2.8	482.9	52	4	Recovery Path: Exceeded Target
Low Income	482.1	485.2	3.1	484.9	131	3	Recovery Path: Met Target
Students with Disabilities	472.6	475.2	2.6	475.1	49	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	480.5	484.3	3.8	483.3	69	4	Recovery Path: Exceeded Target
Hispanic or Latino	483.1	485.7	2.6	486.2	57	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	2	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	479.6	480.8	1.2	482.7	30	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	3	-	-
High Needs	480.4	480.0	-0.4	483.4	29	1	Recovery Path: No Change
English Learners and Former English Learners	-	-	-	-	14	-	-
Low Income	480.4	480.0	-0.4	483.3	29	1	Recovery Path: No Change
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	63.5	91	4	Exceeded Typical Growth
Lowest Performing	-	18	-	-
High Needs	63.8	88	4	Exceeded Typical Growth
English Learners and Former English Learners	63.5	29	4	Exceeded Typical Growth
Low Income	64.4	87	4	Exceeded Typical Growth
Students with Disabilities	54.7	35	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	61.5	47	4	Exceeded Typical Growth
Hispanic or Latino	66.8	36	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	2	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	59.9	94	3	Typical Growth - High
Lowest Performing	-	18	-	-
High Needs	60.4	91	4	Exceeded Typical Growth
English Learners and Former English Learners	58.9	32	3	Typical Growth - High
Low Income	60.1	90	4	Exceeded Typical Growth
Students with Disabilities	51.3	35	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	2	-	-
Black or African American	59.5	49	3	Typical Growth - High
Hispanic or Latino	60.5	37	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	2	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	63.3	66.7	3.4	68.7	60	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	63.3	66.7	3.4	68.7	60	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	31.1	29.0	-2.1	28.9	224	3	Met Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	31.2	28.6	-2.6	28.7	217	3	Met Target
English Learners and Former English Learners	32.5	23.2	-9.3	29.2	95	4	Exceeded Target
Low Income	31.6	29.2	-2.4	28.9	212	3	Met Target
Students with Disabilities	37.3	30.2	-7.1	33.0	63	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	26.3	28.7	2.4	22.7	108	0	Declined
Hispanic or Latino	38.9	29.0	-9.9	35.1	100	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	3	-	-

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	141	141	100	Yes	1	141	141	100	Yes	1	33	33	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	138	138	138	138	32	32	308	308	100	Yes	1
English Learners and Former English Learners	54	54	54	54	15	15	123	123	100	Yes	1
Low Income	136	136	136	136	32	32	304	304	100	Yes	1
Students with Disabilities	50	50	50	50	11	11	111	111	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	3	3	3	3	1	1	7	-	-	-	-
Black or African American	73	73	73	73	18	18	164	164	100	Yes	1
Hispanic or Latino	57	57	57	57	13	13	127	127	100	Yes	1
Multi-Race, Not Hispanic or Latino	5	5	5	5	0	0	10	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	2	2	2	2	1	1	5	-	-	-	-

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