Massachusetts School and District Profiles

Revere High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Revere High

Organization Information

DISTRICT NAME
Revere (02480000)

TITLE I STATUS
Title I School

SCHOOL
Revere High (02480505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Limited or no progress toward targets

Progress toward improvement targets	Accountability percentile
15% - Limited or no progress toward targets	15

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	17%	14%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	15%
	Limited or no progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		All Students (High school grades)			Lowest Performing Students (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	-	0	4	-
	Achievement total	0	12	40.0	0	12	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	2	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	2	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	2	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	3	8	10.0	2	4	10.0
Weighted total		1.7	10.0	-	1.1	10.3	-
Percentage of possible points		17%		-	11%		-
2026 Annual criterion-referenced target percentage		14%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (High school grades)			Lowest Performing Students (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	-	0	4	-
	Achievement total	0	12	40.0	0	12	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	0	4	-	-	-	-
	Extended engagement rate	3	4	-	-	-	-
	Annual dropout rate	1	4	-	-	-	-
	High school completion total	4	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	4	8	10.0	0	4	10.0
Weighted total		2.6	10.0	-	0.9	10.3	-
Percentage of possible points		26%		-	9%		-
2025 Annual criterion-referenced target percentage		17%

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	20%	17%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	18%
	Limited or no progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (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	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	0	4	-
	High school completion total	2	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	1	4	-
	Additional indicators total	3	8	10.0
Weighted total		1.8	10.7	-
Percentage of possible points		17%		-
2026 Annual criterion-referenced target percentage		17%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (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	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	3	4	-
	Annual dropout rate	1	4	-
	High school completion total	4	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	2	8	10.0
Weighted total		2.1	10.7	-
Percentage of possible points		20%		-
2025 Annual criterion-referenced target percentage		20%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	486.3	485.5	-0.8	489.8	429	0	Path Forward: Declined
Lowest Performing	468.6	464.4	-4.2	473.7	81	0	Path Forward: Declined
High Needs	481.6	479.7	-1.9	485.9	310	0	Path Forward: Declined
English Learners and Former English Learners	463.7	465.4	1.7	467.2	127	2	Path Forward: Improved Below Target
Low Income	482.9	480.4	-2.5	487.8	274	0	Path Forward: Declined
Students with Disabilities	472.9	468.1	-4.8	476.1	74	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	480.8	481.2	0.4	484.5	276	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.0	495.1	-2.9	503.1	111	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	484.1	483.4	-0.7	488.2	420	0	Path Forward: Declined
Lowest Performing	467.8	466.3	-1.5	472.9	81	0	Path Forward: Declined
High Needs	480.8	478.8	-2.0	485.0	302	0	Path Forward: Declined
English Learners and Former English Learners	471.6	471.0	-0.6	476.7	122	0	Path Forward: Declined
Low Income	481.9	479.6	-2.3	485.7	267	0	Path Forward: Declined
Students with Disabilities	472.0	471.6	-0.4	476.1	72	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	480.0	479.5	-0.5	483.8	268	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.6	490.5	-1.1	495.6	111	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	487.9	483.6	-4.3	490.1	392	0	Recovery Path: Declined
Lowest Performing	469.6	464.1	-5.5	473.5	79	0	Path Forward: Declined
High Needs	484.3	477.8	-6.5	485.4	278	0	Recovery Path: Declined
English Learners and Former English Learners	471.8	465.0	-6.8	475.4	102	0	Recovery Path: Declined
Low Income	485.5	478.8	-6.7	487.8	246	0	Recovery Path: Declined
Students with Disabilities	474.4	470.6	-3.8	477.4	70	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	484.1	478.9	-5.2	487.7	250	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	494.9	492.5	-2.4	496.5	105	0	Recovery Path: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.9	348	3	Typical Growth - High
Lowest Performing	48.2	81	2	Typical Growth - Low
High Needs	51.1	235	3	Typical Growth - High
English Learners and Former English Learners	44.1	74	2	Typical Growth - Low
Low Income	51.8	207	3	Typical Growth - High
Students with Disabilities	41.6	63	2	Typical Growth - Low
American Indian or Alaska Native	-	3	-	-
Asian	-	13	-	-
Black or African American	-	16	-	-
Hispanic or Latino	52.9	210	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.6	101	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.2	342	2	Typical Growth - Low
Lowest Performing	43.6	81	2	Typical Growth - Low
High Needs	46.0	230	2	Typical Growth - Low
English Learners and Former English Learners	42.8	74	2	Typical Growth - Low
Low Income	46.6	203	2	Typical Growth - Low
Students with Disabilities	45.7	61	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	13	-	-
Black or African American	-	16	-	-
Hispanic or Latino	47.6	205	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.5	101	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	79.6	81.2	1.6	84.1	622	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	78.0	78.7	0.7	83.1	525	2	Improved Below Target
English Learners and Former English Learners	59.4	60.5	1.1	65.0	205	2	Improved Below Target
Low Income	77.9	80.0	2.1	83.2	499	2	Improved Below Target
Students with Disabilities	71.2	68.9	-2.3	80.3	61	0	Declined
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	20	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	75.5	77.6	2.1	81.9	438	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	87.5	88.5	1.0	91.4	131	2	Improved Below Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	89.6	85.7	-3.9	92.3	511	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	88.2	84.5	-3.7	91.8	431	0	Declined
English Learners and Former English Learners	69.2	69.8	0.6	76.2	106	2	Improved Below Target
Low Income	89.1	84.5	-4.6	93.4	412	0	Declined
Students with Disabilities	85.7	81.4	-4.3	92.7	59	0	Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	23	-	-
Black or African American	-	-	-	-	22	-	-
Hispanic or Latino	87.8	82.9	-4.9	91.9	322	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	93.0	90.4	-2.6	95.0	136	0	Declined

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	3.8	4.4	0.6	3.4	2,100	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	4.8	5.7	0.9	4.3	1,550	0	Declined
English Learners and Former English Learners	10.9	13.2	2.3	9.8	585	0	Declined
Low Income	5.0	4.6	-0.4	4.5	1,349	2	Improved Below Target
Students with Disabilities	2.4	2.9	0.5	2.1	273	0	Declined
American Indian or Alaska Native	-	-	-	-	11	-	-
Asian	-	-	-	-	67	-	-
Black or African American	-	-	-	-	98	-	-
Hispanic or Latino	4.6	5.7	1.1	4.1	1,411	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	25	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	2.5	1.8	-0.7	2.2	488	4	Exceeded Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	23.0	19.4	-3.6	24.5	423	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	23.0	19.4	-3.6	24.5	423	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 - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	40.8	40.3	-0.5	37.8	2,011	2	Improved Below Target
Lowest Performing	47.4	42.0	-5.4	40.5	81	2	Improved Below Target
High Needs	45.6	45.1	-0.5	42.0	1,534	2	Improved Below Target
English Learners and Former English Learners	55.8	53.7	-2.1	51.4	717	2	Improved Below Target
Low Income	45.5	45.7	0.2	41.5	1,345	1	No Change
Students with Disabilities	47.9	46.2	-1.7	44.1	277	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	9	-	-
Asian	-	-	-	-	81	-	-
Black or African American	-	-	-	-	94	-	-
Hispanic or Latino	45.4	45.5	0.1	41.5	1,346	1	No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	19	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	31.9	31.6	-0.3	28.3	462	2	Improved Below Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	70.7	69.9	-0.8	75.5	950	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	64.4	64.4	0.0	69.5	705	1	No Change
English Learners and Former English Learners	43.2	46.6	3.4	50.8	305	2	Improved Below Target
Low Income	66.5	67.5	1.0	71.8	621	2	Improved Below Target
Students with Disabilities	41.5	42.0	0.5	47.0	112	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	40	-	-
Black or African American	-	-	-	-	43	-	-
Hispanic or Latino	65.8	64.7	-1.1	72.3	634	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	83.5	80.3	-3.2	88.3	223	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	454	450	99	Yes	1	451	443	98	Yes	1	456	454	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	334	330	332	324	336	334	1,002	988	99	Yes	1
English Learners and Former English Learners	142	141	140	137	144	142	426	420	99	Yes	1
Low Income	293	290	291	285	295	293	879	868	99	Yes	1
Students with Disabilities	78	75	77	75	78	76	233	226	97	Yes	1
American Indian or Alaska Native	4	4	3	3	4	4	11	-	-	-	-
Asian	15	15	15	15	15	15	45	-	-	-	-
Black or African American	22	21	22	21	22	22	66	64	97	Yes	1
Hispanic or Latino	292	290	289	283	294	294	875	867	99	Yes	1
Multi-Race, Not Hispanic or Latino	5	5	5	5	5	5	15	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	116	115	117	116	116	114	349	345	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