Massachusetts School and District Profiles

Beachmont Veterans Memorial School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Beachmont Veterans Memorial School

Organization Information

DISTRICT NAME
Revere (02480000)

TITLE I STATUS
Title I School

SCHOOL
Beachmont Veterans Memorial School (02480013)

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

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
51% - Substantial progress toward targets	49

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	44%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	51%
	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	-	3	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	7	8	67.5
Growth	English language arts growth	1	4	-	3	4	-
	Mathematics growth	2	4	-	4	4	-
	Growth total	3	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	3	4	10.0
Weighted total		2.4	9.6	-	6.6	7.6	-
Percentage of possible points		25%		-	87%		-
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	2	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	-	-	-
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	3	4	-	-	-	-
	Growth total	5	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-
Weighted total		4.2	9.6	-	-	-	-
Percentage of possible points		44%		-	-		-
2025 Annual criterion-referenced target percentage		44%

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	27%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	32%
	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	2	4	-
	Science achievement	0	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	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		3.6	10.3	-
Percentage of possible points		35%		-
2026 Annual criterion-referenced target percentage		35%

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	0	4	-
	Science achievement	0	4	-
	Achievement total	2	12	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		2.8	10.3	-
Percentage of possible points		27%		-
2025 Annual criterion-referenced target percentage		27%

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	493.6	492.0	-1.6	497.3	145	0	Recovery Path: Declined
Lowest Performing	465.0	470.6	5.6	470.1	20	3	Path Forward: Met Target
High Needs	487.9	488.7	0.8	491.2	121	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	488.2	488.5	0.3	491.7	95	2	Recovery Path: Improved Below Target
Low Income	487.6	489.5	1.9	491.0	87	2	Recovery Path: Improved Below Target
Students with Disabilities	473.2	473.4	0.2	476.1	37	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	486.6	486.7	0.1	490.3	80	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	504.8	500.1	-4.7	508.4	51	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	497.8	498.1	0.3	500.9	145	2	Recovery Path: Improved Below Target
Lowest Performing	467.0	481.4	14.4	472.4	20	4	Recovery Path: Exceeded Target
High Needs	492.7	494.7	2.0	495.8	121	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	492.4	495.4	3.0	495.6	95	3	Recovery Path: Met Target
Low Income	492.8	495.5	2.7	496.1	87	3	Recovery Path: Met Target
Students with Disabilities	480.8	481.1	0.3	484.1	37	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	492.2	494.4	2.2	495.5	80	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	507.7	503.4	-4.3	510.7	51	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	490.5	488.1	-2.4	493.4	40	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	9	-	-
High Needs	487.3	483.5	-3.8	490.5	32	0	Recovery Path: Declined
English Learners and Former English Learners	486.6	483.8	-2.8	490.2	23	0	Path Forward: Declined
Low Income	486.6	483.5	-3.1	490.0	21	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	484.6	481.5	-3.1	489.7	26	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	35.3	88	1	Low Growth
Lowest Performing	50.9	20	3	Typical Growth - High
High Needs	35.9	67	1	Low Growth
English Learners and Former English Learners	36.1	53	1	Low Growth
Low Income	35.4	46	1	Low Growth
Students with Disabilities	44.8	23	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	5	-	-
Hispanic or Latino	37.4	50	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	0	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	30.7	31	1	Low Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.2	89	2	Typical Growth - Low
Lowest Performing	60.0	20	4	Exceeded Typical Growth
High Needs	48.0	68	2	Typical Growth - Low
English Learners and Former English Learners	49.1	54	2	Typical Growth - Low
Low Income	46.4	47	2	Typical Growth - Low
Students with Disabilities	56.0	23	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	5	-	-
Hispanic or Latino	51.6	51	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	0	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	42.0	31	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	68.3	75.5	7.2	70.5	102	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	68.3	75.5	7.2	70.5	102	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	7.2	6.9	-0.3	5.9	246	2	Improved Below Target
Lowest Performing	4.2	5.0	0.8	1.0	20	3	Met Target
High Needs	8.3	7.7	-0.6	5.7	208	2	Improved Below Target
English Learners and Former English Learners	6.0	6.5	0.5	3.0	154	1	No Change
Low Income	8.9	7.1	-1.8	5.2	156	2	Improved Below Target
Students with Disabilities	11.1	9.3	-1.8	7.8	54	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	5.7	6.4	0.7	2.0	140	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	8.9	8.3	-0.6	7.5	84	2	Improved Below 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	148	148	100	Yes	1	148	148	100	Yes	1	41	41	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	124	124	124	124	33	33	281	281	100	Yes	1
English Learners and Former English Learners	98	98	98	98	24	24	220	220	100	Yes	1
Low Income	90	90	90	90	22	22	202	202	100	Yes	1
Students with Disabilities	37	37	37	37	10	10	84	84	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	0	0	8	-	-	-	-
Black or African American	8	8	8	8	2	2	18	-	-	-	-
Hispanic or Latino	83	83	83	83	27	27	193	193	100	Yes	1
Multi-Race, Not Hispanic or Latino	1	1	1	1	0	0	2	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	51	51	51	51	12	12	114	114	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