Massachusetts School and District Profiles

Hosmer

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Hosmer

Organization Information

DISTRICT NAME
Watertown (03140000)

TITLE I STATUS
Title I School

SCHOOL
Hosmer (03140020)

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
61% - Substantial progress toward targets	76

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	42%	74%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	61%
	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	-	2	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	8	12	60.0	6	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	8	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	1	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		6.9	9.6	-	5.8	7.6	-
Percentage of possible points		72%		-	76%		-
2026 Annual criterion-referenced target percentage		74%

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	0	4	-	4	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	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	2	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		1.4	9.6	-	5.2	7.6	-
Percentage of possible points		15%		-	68%		-
2025 Annual criterion-referenced target percentage		42%

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	26%	50%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	40%
	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	1	4	-
	Mathematics achievement	3	4	-
	Science achievement	1	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		5.1	10.3	-
Percentage of possible points		50%		-
2026 Annual criterion-referenced target percentage		50%

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	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	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		2.7	10.3	-
Percentage of possible points		26%		-
2025 Annual criterion-referenced target percentage		26%

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	496.7	497.8	1.1	499.7	278	2	Recovery Path: Improved Below Target
Lowest Performing	468.3	471.5	3.2	473.4	42	2	Path Forward: Improved Below Target
High Needs	482.8	482.3	-0.5	485.1	125	1	Recovery Path: No Change
English Learners and Former English Learners	480.5	480.0	-0.5	483.8	69	1	Recovery Path: No Change
Low Income	481.6	482.8	1.2	484.9	91	2	Recovery Path: Improved Below Target
Students with Disabilities	478.6	475.3	-3.3	481.5	43	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	20	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	488.8	489.1	0.3	492.3	55	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	497.3	495.7	-1.6	499.3	26	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.3	502.4	0.1	504.3	166	2	Path Forward: 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	498.7	501.4	2.7	500.8	278	4	Path Forward: Exceeded Target
Lowest Performing	470.3	476.1	5.8	474.7	42	4	Recovery Path: Exceeded Target
High Needs	486.1	488.5	2.4	488.7	124	3	Path Forward: Met Target
English Learners and Former English Learners	483.5	488.6	5.1	487.1	67	4	Path Forward: Exceeded Target
Low Income	485.3	487.7	2.4	487.7	91	3	Path Forward: Met Target
Students with Disabilities	480.1	481.3	1.2	483.4	43	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	19	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	492.0	490.9	-1.1	494.8	54	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	498.5	492.0	-6.5	500.6	26	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.2	507.4	3.2	506.3	167	4	Path Forward: 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	501.5	501.7	0.2	504.2	81	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	20	-	-
High Needs	486.5	486.5	0.0	489.9	32	1	Path Forward: No Change
English Learners and Former English Learners	482.7	490.1	7.4	486.3	21	4	Path Forward: Exceeded Target
Low Income	486.4	484.8	-1.6	489.8	26	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.7	504.7	-6.0	513.7	50	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	60.9	175	4	Exceeded Typical Growth
Lowest Performing	50.9	42	3	Typical Growth - High
High Needs	54.5	72	3	Typical Growth - High
English Learners and Former English Learners	53.1	45	3	Typical Growth - High
Low Income	55.6	56	3	Typical Growth - High
Students with Disabilities	52.9	22	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	16	-	-
Black or African American	-	6	-	-
Hispanic or Latino	51.8	29	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	62.7	110	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.4	175	4	Exceeded Typical Growth
Lowest Performing	55.5	42	3	Typical Growth - High
High Needs	54.1	72	3	Typical Growth - High
English Learners and Former English Learners	58.2	44	3	Typical Growth - High
Low Income	53.1	56	3	Typical Growth - High
Students with Disabilities	51.7	21	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	15	-	-
Black or African American	-	7	-	-
Hispanic or Latino	50.0	28	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	66.5	111	4	Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	60.4	58.0	-2.4	64.4	81	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	60.4	58.0	-2.4	64.4	81	1	No Change
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	8.9	4.8	-4.1	7.6	483	4	Exceeded Target
Lowest Performing	20.5	4.8	-15.7	17.0	42	4	Exceeded Target
High Needs	14.5	7.8	-6.7	11.9	219	4	Exceeded Target
English Learners and Former English Learners	14.3	5.9	-8.4	11.3	118	4	Exceeded Target
Low Income	17.1	9.9	-7.2	13.4	162	4	Exceeded Target
Students with Disabilities	11.3	10.1	-1.2	8.0	79	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	33	-	-
Black or African American	-	-	-	-	22	-	-
Hispanic or Latino	15.3	7.2	-8.1	11.6	97	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	14.0	8.3	-5.7	12.7	48	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	4.0	3.5	-0.5	2.6	283	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	290	290	100	Yes	1	289	289	100	Yes	1	83	83	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	135	135	133	133	33	33	301	301	100	Yes	1
English Learners and Former English Learners	78	78	75	75	22	22	175	175	100	Yes	1
Low Income	98	98	97	97	27	27	222	222	100	Yes	1
Students with Disabilities	43	43	43	43	9	9	95	95	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	23	23	22	22	9	9	54	54	100	Yes	1
Black or African American	12	12	13	13	4	4	29	-	-	-	-
Hispanic or Latino	60	60	59	59	15	15	134	134	100	Yes	1
Multi-Race, Not Hispanic or Latino	26	26	26	26	4	4	56	56	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	169	169	169	169	51	51	389	389	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