Massachusetts School and District Profiles

Silver Hill Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Silver Hill Elementary School

Organization Information

DISTRICT NAME
Haverhill (01280000)

TITLE I STATUS
Title I School

SCHOOL
Silver Hill Elementary School (01280067)

GRADES SERVED
K,01,02,03,04

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
49% - Moderate progress toward targets	29

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	39%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	49%
	Moderate 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	-	-	-	-	-	-
	Achievement total	0	8	60.0	8	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	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	2	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0
Weighted total		1.6	7.2	-	6.8	7.6	-
Percentage of possible points		22%		-	90%		-
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	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	-	-	-	-	-	-
	Achievement total	2	8	60.0	-	-	-
Growth	English language arts growth	3	4	-	-	-	-
	Mathematics growth	3	4	-	-	-	-
	Growth total	6	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-
Weighted total		2.8	7.2	-	-	-	-
Percentage of possible points		39%		-	-		-
2025 Annual criterion-referenced target percentage		39%

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	79%	17%
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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	-	-	-
	Achievement total	0	8	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		1.3	7.6	-
Percentage of possible points		17%		-
2026 Annual criterion-referenced target percentage		17%

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	3	4	-
	Science achievement	-	-	-
	Achievement total	6	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		6.0	7.6	-
Percentage of possible points		79%		-
2025 Annual criterion-referenced target percentage		79%

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	486.3	485.7	-0.6	489.6	212	0	Recovery Path: Declined
Lowest Performing	462.7	468.7	6.0	467.8	25	4	Path Forward: Exceeded Target
High Needs	482.4	480.7	-1.7	485.1	165	0	Recovery Path: Declined
English Learners and Former English Learners	473.3	477.8	4.5	476.6	45	4	Recovery Path: Exceeded Target
Low Income	483.9	480.7	-3.2	486.7	148	0	Recovery Path: Declined
Students with Disabilities	469.3	469.6	0.3	471.6	67	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	481.3	481.1	-0.2	485.4	130	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.6	495.7	1.1	497.8	56	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	489.7	486.6	-3.1	492.2	212	0	Path Forward: Declined
Lowest Performing	462.6	470.3	7.7	467.7	25	4	Path Forward: Exceeded Target
High Needs	485.2	481.7	-3.5	487.9	165	0	Path Forward: Declined
English Learners and Former English Learners	481.0	480.9	-0.1	484.5	45	1	Path Forward: No Change
Low Income	486.5	482.2	-4.3	489.3	148	0	Path Forward: Declined
Students with Disabilities	471.5	468.7	-2.8	473.8	67	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	484.5	481.7	-2.8	486.9	130	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.6	495.5	-3.1	501.4	56	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	-	-	-	-	-	-	-
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	45.8	103	2	Typical Growth - Low
Lowest Performing	51.3	25	3	Typical Growth - High
High Needs	45.9	81	2	Typical Growth - Low
English Learners and Former English Learners	48.6	21	2	Typical Growth - Low
Low Income	44.6	74	2	Typical Growth - Low
Students with Disabilities	42.7	26	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	9	-	-
Hispanic or Latino	46.6	60	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.6	28	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.6	105	3	Typical Growth - High
Lowest Performing	54.4	25	3	Typical Growth - High
High Needs	56.8	83	3	Typical Growth - High
English Learners and Former English Learners	63.8	21	4	Exceeded Typical Growth
Low Income	58.5	76	3	Typical Growth - High
Students with Disabilities	42.9	28	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	9	-	-
Hispanic or Latino	56.8	61	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.6	29	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	53.7	64.2	10.5	59.1	67	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	53.7	64.2	10.5	59.1	67	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	20.5	20.1	-0.4	19.0	402	2	Improved Below Target
Lowest Performing	16.0	24.0	8.0	11.4	25	0	Declined
High Needs	22.6	21.7	-0.9	20.2	323	2	Improved Below Target
English Learners and Former English Learners	22.1	17.2	-4.9	18.6	87	4	Exceeded Target
Low Income	25.4	23.0	-2.4	22.2	283	2	Improved Below Target
Students with Disabilities	22.5	23.4	0.9	18.9	128	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	31	-	-
Hispanic or Latino	25.0	24.7	-0.3	20.8	239	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	16.4	13.9	-2.5	14.6	108	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	228	226	99	Yes	1	228	226	99	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	180	178	180	178	0	0	360	356	99	Yes	1
English Learners and Former English Learners	48	48	48	48	0	0	96	96	100	Yes	1
Low Income	158	157	158	157	0	0	316	314	99	Yes	1
Students with Disabilities	73	71	73	71	0	0	146	142	97	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	6	6	6	6	0	0	12	-	-	-	-
Black or African American	19	19	19	19	0	0	38	-	-	-	-
Hispanic or Latino	140	139	140	139	0	0	280	278	99	Yes	1
Multi-Race, Not Hispanic or Latino	2	2	2	2	0	0	4	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	60	59	60	59	0	0	120	118	98	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