Massachusetts School and District Profiles

Rumney Marsh Academy

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Rumney Marsh Academy

Organization Information

DISTRICT NAME
Revere (02480000)

TITLE I STATUS
Title I School

SCHOOL
Rumney Marsh Academy (02480014)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

School of Recognition

Progress toward improvement targets	Accountability percentile
68% - Substantial progress toward targets	21

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	65%	71%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	68%
	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	3	4	-	4	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	7	12	60.0	7	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	3	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		6.1	9.6	-	5.9	7.6	-
Percentage of possible points		64%		-	78%		-
2026 Annual criterion-referenced target percentage		71%

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	-	3	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	8	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	20.0	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	3	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		6.5	9.6	-	4.7	7.6	-
Percentage of possible points		68%		-	62%		-
2025 Annual criterion-referenced target percentage		65%

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	70%	70%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	70%
	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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	0	4	-
	Achievement total	8	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		7.2	10.3	-
Percentage of possible points		70%		-
2026 Annual criterion-referenced target percentage		70%

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	1	4	-
	Science achievement	4	4	-
	Achievement total	9	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		7.2	10.3	-
Percentage of possible points		70%		-
2025 Annual criterion-referenced target percentage		70%

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	482.0	485.0	3.0	485.1	514	3	Recovery Path: Met Target
Lowest Performing	448.6	458.0	9.4	453.7	80	4	Path Forward: Exceeded Target
High Needs	477.3	480.8	3.5	480.0	412	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	469.8	474.5	4.7	473.8	236	4	Recovery Path: Exceeded Target
Low Income	478.3	481.6	3.3	481.4	344	3	Recovery Path: Met Target
Students with Disabilities	458.8	460.2	1.4	461.3	102	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	503.2	506.4	3.2	506.7	20	3	Recovery Path: Met Target
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	477.8	481.4	3.6	480.7	346	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.0	490.4	1.4	492.2	124	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	479.8	487.0	7.2	482.4	513	4	Recovery Path: Exceeded Target
Lowest Performing	458.7	465.2	6.5	464.9	80	3	Recovery Path: Met Target
High Needs	476.4	483.6	7.2	478.6	411	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	472.9	480.0	7.1	475.9	236	4	Recovery Path: Exceeded Target
Low Income	476.9	484.4	7.5	479.4	342	4	Recovery Path: Exceeded Target
Students with Disabilities	461.3	466.4	5.1	465.0	101	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	498.2	508.3	10.1	501.1	20	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	476.5	484.3	7.8	479.7	346	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	484.3	489.7	5.4	486.6	123	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	484.3	482.4	-1.9	488.6	168	0	Path Forward: Declined
Lowest Performing	-	-	-	-	36	-	-
High Needs	481.1	479.2	-1.9	485.4	134	0	Path Forward: Declined
English Learners and Former English Learners	475.3	472.7	-2.6	479.5	68	0	Path Forward: Declined
Low Income	481.2	480.9	-0.3	485.3	108	1	Path Forward: No Change
Students with Disabilities	469.3	465.2	-4.1	473.3	39	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	482.4	480.1	-2.3	486.3	104	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.9	484.7	-4.2	493.8	43	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.4	506	3	Typical Growth - High
Lowest Performing	53.1	79	3	Typical Growth - High
High Needs	55.5	404	3	Typical Growth - High
English Learners and Former English Learners	55.8	230	3	Typical Growth - High
Low Income	54.9	336	3	Typical Growth - High
Students with Disabilities	47.7	102	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	57.9	20	3	Typical Growth - High
Black or African American	-	18	-	-
Hispanic or Latino	55.5	339	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.0	123	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.1	505	3	Typical Growth - High
Lowest Performing	49.2	79	2	Typical Growth - Low
High Needs	54.0	404	3	Typical Growth - High
English Learners and Former English Learners	52.9	232	3	Typical Growth - High
Low Income	54.3	335	3	Typical Growth - High
Students with Disabilities	46.5	100	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	65.7	20	4	Exceeded Typical Growth
Black or African American	-	17	-	-
Hispanic or Latino	53.6	340	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.4	122	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	19.3	23.6	4.3	24.5	110	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	19.3	23.6	4.3	24.5	110	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	12.8	8.6	-4.2	10.6	555	4	Exceeded Target
Lowest Performing	11.5	15.0	3.5	6.6	80	0	Declined
High Needs	14.2	10.0	-4.2	11.7	451	4	Exceeded Target
English Learners and Former English Learners	15.2	9.0	-6.2	11.9	267	4	Exceeded Target
Low Income	15.5	10.4	-5.1	12.8	376	4	Exceeded Target
Students with Disabilities	15.4	14.0	-1.4	11.1	114	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	0.0	0.0	0.0	1.0	21	4	Exceeded Target
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	14.3	9.5	-4.8	10.5	378	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.8	7.7	-3.1	7.9	130	3	Met 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	533	532	100	Yes	1	533	531	100	Yes	1	179	179	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	430	429	430	428	144	144	1,004	1,001	100	Yes	1
English Learners and Former English Learners	250	249	251	250	76	76	577	575	100	Yes	1
Low Income	358	358	358	356	118	118	834	832	100	Yes	1
Students with Disabilities	105	105	106	105	40	40	251	250	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	21	21	21	21	9	9	51	51	100	Yes	1
Black or African American	18	18	18	18	10	10	46	-	-	-	-
Hispanic or Latino	359	358	359	358	111	111	829	827	100	Yes	1
Multi-Race, Not Hispanic or Latino	6	6	6	6	4	4	16	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	128	128	128	127	45	45	301	300	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