Massachusetts School and District Profiles

Dever Elementary School

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2026

Accountability Report

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2026 Official Accountability Report - Dever Elementary School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Dever Elementary School (00350268)

GRADES SERVED
K,01,02,03,04,05,06

REGION
Strategic Transformation

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of broad/comprehensive support

Chronically underperforming school

Progress toward improvement targets	Accountability percentile
70% - Substantial progress toward targets	19

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	78%	65%
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		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	-	3	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	8	12	60.0	5	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	4	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		6.8	9.6	-	4.5	7.6	-
Percentage of possible points		71%		-	59%		-
2026 Annual criterion-referenced target percentage		65%

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	4	4	-	3	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	9	12	60.0	7	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	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		7.0	9.6	-	6.3	7.6	-
Percentage of possible points		73%		-	83%		-
2025 Annual criterion-referenced target percentage		78%

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	59%	70%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	66%
	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	3	4	-
	Mathematics achievement	4	4	-
	Science achievement	0	4	-
	Achievement total	7	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		6.1	10.3	-
Percentage of possible points		59%		-
2025 Annual criterion-referenced target percentage		59%

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	477.2	483.4	6.2	480.3	167	4	Recovery Path: Exceeded Target
Lowest Performing	457.3	462.5	5.2	462.4	28	3	Path Forward: Met Target
High Needs	476.2	481.6	5.4	479.3	153	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	474.5	480.7	6.2	478.5	102	4	Recovery Path: Exceeded Target
Low Income	475.1	480.7	5.6	478.3	141	4	Recovery Path: Exceeded Target
Students with Disabilities	465.4	466.1	0.7	467.7	30	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	480.9	489.3	8.4	483.0	38	4	Recovery Path: Exceeded Target
Hispanic or Latino	474.2	479.4	5.2	478.4	102	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	18	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	483.8	489.3	5.5	486.0	167	4	Recovery Path: Exceeded Target
Lowest Performing	462.0	467.1	5.1	467.7	28	2	Recovery Path: Improved Below Target
High Needs	482.5	488.1	5.6	484.6	153	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	483.5	489.3	5.8	486.9	102	4	Recovery Path: Exceeded Target
Low Income	481.1	487.0	5.9	483.9	141	4	Recovery Path: Exceeded Target
Students with Disabilities	467.1	463.2	-3.9	470.8	30	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	481.3	486.7	5.4	483.8	38	4	Recovery Path: Exceeded Target
Hispanic or Latino	482.9	488.2	5.3	486.0	102	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	18	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	479.6	473.3	-6.3	483.9	42	0	Path Forward: Declined
Lowest Performing	-	-	-	-	15	-	-
High Needs	478.4	472.4	-6.0	482.7	40	0	Path Forward: Declined
English Learners and Former English Learners	478.4	472.6	-5.8	480.7	27	0	Recovery Path: Declined
Low Income	478.4	471.2	-7.2	482.5	39	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	479.0	473.2	-5.8	482.9	27	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	3	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.7	118	3	Typical Growth - High
Lowest Performing	53.3	28	3	Typical Growth - High
High Needs	54.4	107	3	Typical Growth - High
English Learners and Former English Learners	55.3	68	3	Typical Growth - High
Low Income	53.9	98	3	Typical Growth - High
Students with Disabilities	-	18	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	58.5	28	3	Typical Growth - High
Hispanic or Latino	55.6	70	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	-	15	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	59.0	121	3	Typical Growth - High
Lowest Performing	46.8	28	2	Typical Growth - Low
High Needs	59.0	110	3	Typical Growth - High
English Learners and Former English Learners	59.3	71	3	Typical Growth - High
Low Income	58.6	100	3	Typical Growth - High
Students with Disabilities	-	18	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	2	-	-
Black or African American	61.1	28	4	Exceeded Typical Growth
Hispanic or Latino	58.6	72	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	-	15	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	48.0	68.6	20.6	53.4	118	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	48.0	68.6	20.6	53.4	118	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	38.5	32.7	-5.8	36.3	245	4	Exceeded Target
Lowest Performing	48.4	53.6	5.2	43.5	28	0	Declined
High Needs	39.6	34.1	-5.5	37.1	229	4	Exceeded Target
English Learners and Former English Learners	33.3	30.9	-2.4	30.0	162	2	Improved Below Target
Low Income	41.0	35.2	-5.8	38.3	216	4	Exceeded Target
Students with Disabilities	53.2	46.7	-6.5	48.9	45	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	41.2	28.8	-12.4	37.6	52	4	Exceeded Target
Hispanic or Latino	41.5	37.2	-4.3	37.7	156	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	24	-	-

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	167	167	100	Yes	1	167	167	100	Yes	1	42	42	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	153	153	153	153	40	40	346	346	100	Yes	1
English Learners and Former English Learners	102	102	102	102	27	27	231	231	100	Yes	1
Low Income	141	141	141	141	39	39	321	321	100	Yes	1
Students with Disabilities	30	30	30	30	10	10	70	70	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	5	5	5	5	1	1	11	-	-	-	-
Black or African American	38	38	38	38	9	9	85	85	100	Yes	1
Hispanic or Latino	102	102	102	102	27	27	231	231	100	Yes	1
Multi-Race, Not Hispanic or Latino	3	3	3	3	2	2	8	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	18	18	18	18	3	3	39	-	-	-	-

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