Massachusetts School and District Profiles

Page Hilltop Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Page Hilltop Elementary School

Organization Information

DISTRICT NAME
Ayer Shirley School District (06160000)

TITLE I STATUS
Title I School

SCHOOL
Page Hilltop Elementary School (06160002)

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

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

School of Recognition

Progress toward improvement targets	Accountability percentile
59% - Substantial progress toward targets	55

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	42%	70%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	59%
	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	4	4	-	2	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	9	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	0	4	10.0
Weighted total		6.9	9.6	-	5.2	7.6	-
Percentage of possible points		72%		-	68%		-
2026 Annual criterion-referenced target percentage		70%

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	-	2	4	-
	Mathematics achievement	2	4	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	5	8	67.5
Growth	English language arts growth	1	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	3	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	0	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		2.2	9.6	-	4.7	7.6	-
Percentage of possible points		23%		-	62%		-
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	11%	46%
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	3	4	-
	Science achievement	0	4	-
	Achievement total	5	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		4.7	10.3	-
Percentage of possible points		46%		-
2026 Annual criterion-referenced target percentage		46%

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	0	4	-
	Achievement total	0	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.1	10.3	-
Percentage of possible points		11%		-
2025 Annual criterion-referenced target percentage		11%

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	494.2	497.3	3.1	496.5	231	4	Recovery Path: Exceeded Target
Lowest Performing	473.0	475.5	2.5	480.3	35	2	Recovery Path: Improved Below Target
High Needs	487.0	487.9	0.9	489.6	122	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	481.9	485.6	3.7	484.3	30	4	Path Forward: Exceeded Target
Low Income	487.5	487.8	0.3	490.6	94	2	Recovery Path: Improved Below Target
Students with Disabilities	480.7	477.9	-2.8	483.6	45	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	19	-	-
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	488.0	490.1	2.1	491.9	34	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.0	500.0	5.0	497.9	133	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	493.7	499.2	5.5	495.8	231	4	Path Forward: Exceeded Target
Lowest Performing	469.1	476.4	7.3	472.9	35	4	Recovery Path: Exceeded Target
High Needs	487.7	490.7	3.0	490.3	122	3	Path Forward: Met Target
English Learners and Former English Learners	483.8	488.8	5.0	487.4	30	4	Path Forward: Exceeded Target
Low Income	486.7	489.0	2.3	489.1	94	3	Path Forward: Met Target
Students with Disabilities	481.1	478.6	-2.5	484.4	45	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	19	-	-
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	487.4	491.0	3.6	490.2	34	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.9	501.9	7.0	497.0	133	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	496.0	495.6	-0.4	498.7	52	1	Path Forward: No Change
Lowest Performing	-	-	-	-	14	-	-
High Needs	488.0	486.8	-1.2	491.4	25	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	-	-	-	-	18	-	-
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.6	497.6	0.0	500.6	31	1	Path Forward: No Change

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.5	143	2	Typical Growth - Low
Lowest Performing	46.5	35	2	Typical Growth - Low
High Needs	43.9	76	2	Typical Growth - Low
English Learners and Former English Learners	-	18	-	-
Low Income	41.6	56	2	Typical Growth - Low
Students with Disabilities	44.2	32	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	10	-	-
Black or African American	-	13	-	-
Hispanic or Latino	40.2	23	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.2	88	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.5	144	3	Typical Growth - High
Lowest Performing	55.4	35	3	Typical Growth - High
High Needs	52.0	77	3	Typical Growth - High
English Learners and Former English Learners	-	19	-	-
Low Income	49.0	57	2	Typical Growth - Low
Students with Disabilities	52.0	32	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	10	-	-
Black or African American	-	14	-	-
Hispanic or Latino	52.0	23	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	59.4	88	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	47.2	65.5	18.3	51.2	29	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	47.2	65.5	18.3	51.2	29	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	7.9	8.0	0.1	6.6	388	1	No Change
Lowest Performing	5.7	8.6	2.9	2.2	35	0	Declined
High Needs	11.1	10.5	-0.6	8.5	200	2	Improved Below Target
English Learners and Former English Learners	8.8	8.7	-0.1	5.8	46	2	Improved Below Target
Low Income	12.0	10.5	-1.5	8.3	152	2	Improved Below Target
Students with Disabilities	10.3	11.8	1.5	7.0	76	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	30	-	-
Black or African American	-	-	-	-	36	-	-
Hispanic or Latino	11.4	10.4	-1.0	7.7	67	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	25	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.8	8.7	0.9	6.4	229	0	Declined

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	234	234	100	Yes	1	234	234	100	Yes	1	53	53	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	125	125	125	125	26	26	276	276	100	Yes	1
English Learners and Former English Learners	31	31	31	31	8	8	70	70	100	Yes	1
Low Income	97	97	97	97	19	19	213	213	100	Yes	1
Students with Disabilities	46	46	46	46	10	10	102	102	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	20	20	20	20	6	6	46	46	100	Yes	1
Black or African American	24	24	24	24	4	4	52	52	100	Yes	1
Hispanic or Latino	35	35	35	35	9	9	79	79	100	Yes	1
Multi-Race, Not Hispanic or Latino	20	20	20	20	3	3	43	43	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	134	134	134	134	31	31	299	299	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