Massachusetts School and District Profiles

Thomas W. Hamilton Primary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Thomas W. Hamilton Primary School

Organization Information

DISTRICT NAME
Weymouth (03360000)

TITLE I STATUS
Non-Title I School

SCHOOL
Thomas W. Hamilton Primary School (03360105)

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

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
42% - Moderate progress toward targets	63

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	11%	62%
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		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	1	4	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	5	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	3	4	10.0
Weighted total		4.5	9.6	-	5.9	7.6	-
Percentage of possible points		47%		-	78%		-
2026 Annual criterion-referenced target percentage		62%

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	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	0	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	3	8	20.0	2	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	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		0.9	9.6	-	0.9	7.6	-
Percentage of possible points		9%		-	12%		-
2025 Annual criterion-referenced target percentage		11%

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	9%	54%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	36%
	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	4	4	-
	Science achievement	0	4	-
	Achievement total	6	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		5.6	10.3	-
Percentage of possible points		54%		-
2026 Annual criterion-referenced target percentage		54%

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	-	-	-
	Achievement total	0	8	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		0.7	7.6	-
Percentage of possible points		9%		-
2025 Annual criterion-referenced target percentage		9%

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	498.8	498.5	-0.3	501.7	195	1	Recovery Path: No Change
Lowest Performing	470.0	474.0	4.0	475.1	30	2	Path Forward: Improved Below Target
High Needs	486.3	486.8	0.5	488.7	88	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	487.3	485.2	-2.1	489.7	30	0	Path Forward: Declined
Low Income	486.5	485.9	-0.6	489.9	64	0	Recovery Path: Declined
Students with Disabilities	472.3	472.8	0.5	474.3	39	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	20	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	488.1	485.5	-2.6	490.0	28	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.9	500.7	-1.2	504.6	125	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	503.4	504.6	1.2	505.5	195	2	Path Forward: Improved Below Target
Lowest Performing	475.8	485.1	9.3	480.4	30	4	Recovery Path: Exceeded Target
High Needs	488.9	492.2	3.3	491.5	88	4	Path Forward: Exceeded Target
English Learners and Former English Learners	496.9	496.9	0.0	500.5	30	1	Path Forward: No Change
Low Income	490.2	489.9	-0.3	492.6	64	1	Path Forward: No Change
Students with Disabilities	474.1	479.1	5.0	477.4	39	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	20	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	495.3	494.2	-1.1	498.1	28	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.0	506.3	2.3	506.1	125	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	494.7	496.7	2.0	497.4	69	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	15	-	-
High Needs	486.8	484.7	-2.1	490.2	29	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	-	-	-	-	24	-	-
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.9	498.9	4.0	497.9	41	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.3	129	3	Typical Growth - High
Lowest Performing	50.9	30	3	Typical Growth - High
High Needs	53.3	55	3	Typical Growth - High
English Learners and Former English Learners	53.7	20	3	Typical Growth - High
Low Income	51.8	45	3	Typical Growth - High
Students with Disabilities	49.6	22	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	13	-	-
Black or African American	-	5	-	-
Hispanic or Latino	52.0	20	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.9	81	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.0	128	3	Typical Growth - High
Lowest Performing	64.1	30	4	Exceeded Typical Growth
High Needs	56.9	54	3	Typical Growth - High
English Learners and Former English Learners	-	19	-	-
Low Income	53.5	45	3	Typical Growth - High
Students with Disabilities	55.6	22	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	12	-	-
Black or African American	-	5	-	-
Hispanic or Latino	52.0	20	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.8	81	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	50.0	44.8	-5.2	52.2	29	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	50.0	44.8	-5.2	52.2	29	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	9.0	7.4	-1.6	7.7	339	3	Met Target
Lowest Performing	9.7	6.7	-3.0	6.2	30	3	Met Target
High Needs	16.7	15.6	-1.1	14.1	147	2	Improved Below Target
English Learners and Former English Learners	15.1	14.3	-0.8	12.1	49	2	Improved Below Target
Low Income	20.8	20.0	-0.8	17.1	105	2	Improved Below Target
Students with Disabilities	18.3	17.9	-0.4	15.0	67	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	32	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	15.9	16.3	0.4	12.2	49	1	No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	27	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.1	5.6	-1.5	5.7	215	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	201	200	100	Yes	1	202	201	100	Yes	1	70	70	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	94	93	95	94	30	30	219	217	99	Yes	1
English Learners and Former English Learners	32	32	33	33	12	12	77	77	100	Yes	1
Low Income	70	69	71	70	25	25	166	164	99	Yes	1
Students with Disabilities	41	41	41	41	10	10	92	92	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	20	20	20	20	8	8	48	48	100	Yes	1
Black or African American	9	9	9	9	4	4	22	-	-	-	-
Hispanic or Latino	30	30	31	31	11	11	72	72	100	Yes	1
Multi-Race, Not Hispanic or Latino	15	15	15	15	6	6	36	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	127	126	127	126	41	41	295	293	99	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