Massachusetts School and District Profiles

Kilmer K-8 School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Kilmer K-8 School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Kilmer K-8 School (00350190)

GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

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
62% - Substantial progress toward targets	44

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	55%	67%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	62%
	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	0	4	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	4	12	60.0	8	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		4.2	9.6	-	6.8	7.6	-
Percentage of possible points		44%		-	90%		-
2026 Annual criterion-referenced target percentage		67%

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	0	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		4.0	9.6	-	5.2	7.6	-
Percentage of possible points		42%		-	68%		-
2025 Annual criterion-referenced target percentage		55%

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	46%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	35%
	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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	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	3	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	4	-
	Achievement total	5	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		4.7	10.3	-
Percentage of possible points		46%		-
2025 Annual criterion-referenced target percentage		46%

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	493.5	491.4	-2.1	496.2	212	0	Recovery Path: Declined
Lowest Performing	465.4	470.7	5.3	469.6	28	4	Recovery Path: Exceeded Target
High Needs	487.3	485.1	-2.2	489.8	169	0	Recovery Path: Declined
English Learners and Former English Learners	487.3	481.8	-5.5	491.7	62	0	Recovery Path: Declined
Low Income	486.9	481.6	-5.3	490.1	129	0	Recovery Path: Declined
Students with Disabilities	480.6	480.6	0.0	482.6	86	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	9	-	-
Black or African American	484.4	483.5	-0.9	486.9	58	0	Recovery Path: Declined
Hispanic or Latino	486.9	486.3	-0.6	490.4	61	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.5	499.7	-1.8	503.5	73	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	493.4	488.7	-4.7	495.8	211	0	Recovery Path: Declined
Lowest Performing	464.0	469.0	5.0	468.1	28	4	Recovery Path: Exceeded Target
High Needs	487.8	482.3	-5.5	489.7	168	0	Recovery Path: Declined
English Learners and Former English Learners	486.4	479.7	-6.7	489.0	62	0	Recovery Path: Declined
Low Income	485.2	479.4	-5.8	487.0	129	0	Recovery Path: Declined
Students with Disabilities	481.8	478.1	-3.7	485.1	85	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	9	-	-
Black or African American	486.6	481.3	-5.3	488.9	57	0	Recovery Path: Declined
Hispanic or Latino	482.3	481.8	-0.5	484.9	61	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.8	496.6	-5.2	503.9	73	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	488.5	493.9	5.4	491.2	64	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	12	-	-
High Needs	484.6	487.3	2.7	488.0	51	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	485.1	483.4	-1.7	488.5	36	0	Path Forward: Declined
Students with Disabilities	480.8	485.2	4.4	485.3	27	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	19	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.9	152	3	Typical Growth - High
Lowest Performing	58.4	27	3	Typical Growth - High
High Needs	55.1	121	3	Typical Growth - High
English Learners and Former English Learners	55.5	43	3	Typical Growth - High
Low Income	51.4	88	3	Typical Growth - High
Students with Disabilities	55.4	60	3	Typical Growth - High
American Indian or Alaska Native	-	2	-	-
Asian	-	9	-	-
Black or African American	52.8	36	3	Typical Growth - High
Hispanic or Latino	59.4	45	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.6	53	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.0	153	2	Typical Growth - Low
Lowest Performing	52.1	27	3	Typical Growth - High
High Needs	45.5	122	2	Typical Growth - Low
English Learners and Former English Learners	42.1	45	2	Typical Growth - Low
Low Income	44.2	90	2	Typical Growth - Low
Students with Disabilities	43.8	59	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	9	-	-
Black or African American	45.6	36	2	Typical Growth - Low
Hispanic or Latino	47.2	45	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.6	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	58.3	69.4	11.1	63.7	36	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	58.3	69.4	11.1	63.7	36	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	25.2	18.6	-6.6	23.9	307	4	Exceeded Target
Lowest Performing	23.3	25.0	1.7	19.8	28	0	Declined
High Needs	30.1	22.3	-7.8	27.5	229	4	Exceeded Target
English Learners and Former English Learners	31.5	17.4	-14.1	28.5	92	4	Exceeded Target
Low Income	33.3	23.7	-9.6	29.6	173	4	Exceeded Target
Students with Disabilities	29.7	25.0	-4.7	26.4	112	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	12	-	-
Black or African American	17.1	18.4	1.3	13.6	76	0	Declined
Hispanic or Latino	41.0	28.2	-12.8	37.3	78	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	22.1	13.6	-8.5	20.7	125	4	Exceeded Target

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	222	222	100	Yes	1	222	221	100	Yes	1	68	67	99	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	176	176	176	175	55	54	407	405	100	Yes	1
English Learners and Former English Learners	66	66	66	66	21	21	153	153	100	Yes	1
Low Income	135	135	135	135	38	38	308	308	100	Yes	1
Students with Disabilities	89	89	89	88	29	28	207	205	99	Yes	1
American Indian or Alaska Native	3	3	3	3	0	0	6	-	-	-	-
Asian	10	10	10	10	6	6	26	-	-	-	-
Black or African American	58	58	58	57	18	17	134	132	99	Yes	1
Hispanic or Latino	66	66	66	66	22	22	154	154	100	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	2	2	18	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	77	77	77	77	20	20	174	174	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