Massachusetts School and District Profiles

Edgar F. Hooks Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Edgar F. Hooks Elementary

Organization Information

DISTRICT NAME
Chelsea (00570000)

TITLE I STATUS
Title I School

SCHOOL
Edgar F. Hooks Elementary (00570030)

GRADES SERVED
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
69% - Substantial progress toward targets	47

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	93%	54%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	69%
	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	-	2	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	2	8	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	0	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		2.8	7.2	-	5.2	7.6	-
Percentage of possible points		39%		-	68%		-
2026 Annual criterion-referenced target percentage		54%

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	4	4	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	8	8	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	20.0	7	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	1	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		6.3	7.2	-	7.4	7.6	-
Percentage of possible points		88%		-	97%		-
2025 Annual criterion-referenced target percentage		93%

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	86%	62%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	71%
	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	2	4	-
	Mathematics achievement	3	4	-
	Science achievement	-	-	-
	Achievement total	5	8	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	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		4.7	7.6	-
Percentage of possible points		62%		-
2026 Annual criterion-referenced target percentage		62%

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	4	4	-
	Mathematics achievement	3	4	-
	Science achievement	-	-	-
	Achievement total	7	8	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	7	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		6.5	7.6	-
Percentage of possible points		86%		-
2025 Annual criterion-referenced target percentage		86%

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	487.9	488.3	0.4	491.3	208	2	Recovery Path: Improved Below Target
Lowest Performing	465.7	471.7	6.0	470.8	26	4	Path Forward: Exceeded Target
High Needs	486.5	487.1	0.6	490.1	195	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	483.6	482.4	-1.2	487.3	129	0	Recovery Path: Declined
Low Income	486.9	486.5	-0.4	490.7	163	1	Recovery Path: No Change
Students with Disabilities	477.2	476.3	-0.9	479.8	81	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	486.2	487.2	1.0	489.8	185	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	13	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	503.6	501.9	-1.7	506.0	208	0	Recovery Path: Declined
Lowest Performing	475.0	477.0	2.0	479.4	26	2	Recovery Path: Improved Below Target
High Needs	501.9	500.5	-1.4	504.7	195	3	Recovery Path: Met Target
English Learners and Former English Learners	499.9	496.5	-3.4	502.9	129	0	Recovery Path: Declined
Low Income	502.3	500.4	-1.9	505.2	163	3	Recovery Path: Met Target
Students with Disabilities	487.0	488.7	1.7	488.9	81	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	501.9	500.5	-1.4	505.2	185	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	13	-	-

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	50.2	108	3	Typical Growth - High
Lowest Performing	56.5	26	3	Typical Growth - High
High Needs	49.8	100	2	Typical Growth - Low
English Learners and Former English Learners	44.8	72	2	Typical Growth - Low
Low Income	47.6	79	2	Typical Growth - Low
Students with Disabilities	45.5	44	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	4	-	-
Hispanic or Latino	50.3	96	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	0	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	7	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.2	107	3	Typical Growth - High
Lowest Performing	48.4	26	2	Typical Growth - Low
High Needs	48.9	99	2	Typical Growth - Low
English Learners and Former English Learners	48.7	71	2	Typical Growth - Low
Low Income	50.6	78	3	Typical Growth - High
Students with Disabilities	51.6	44	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	4	-	-
Hispanic or Latino	48.6	95	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	0	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	7	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	58.4	55.2	-3.2	63.6	239	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	58.4	55.2	-3.2	63.6	239	0	Declined
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	36.2	30.2	-6.0	34.7	434	4	Exceeded Target
Lowest Performing	48.1	50.0	1.9	43.5	26	0	Declined
High Needs	37.0	30.8	-6.2	34.6	415	4	Exceeded Target
English Learners and Former English Learners	33.4	30.0	-3.4	29.9	310	3	Met Target
Low Income	38.5	32.0	-6.5	35.3	363	4	Exceeded Target
Students with Disabilities	41.7	28.7	-13.0	38.1	143	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	22	-	-
Hispanic or Latino	37.0	31.2	-5.8	32.8	385	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	24	-	-

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	223	223	100	Yes	1	223	222	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	210	210	210	209	0	0	420	419	100	Yes	1
English Learners and Former English Learners	140	140	140	139	0	0	280	279	100	Yes	1
Low Income	178	178	178	177	0	0	356	355	100	Yes	1
Students with Disabilities	86	86	86	86	0	0	172	172	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	1	1	1	1	0	0	2	-	-	-	-
Black or African American	10	10	10	10	0	0	20	-	-	-	-
Hispanic or Latino	198	198	198	197	0	0	396	395	100	Yes	1
Multi-Race, Not Hispanic or Latino	1	1	1	1	0	0	2	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	13	13	13	13	0	0	26	-	-	-	-

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