HULL - October 20 - Hull Public Schools delivered remarkable academic results in the 2025 Massachusetts accountability report, with the Jacobs School achieving its highest percentile ranking ever and the district earning recognition from the Department of Elementary and Secondary Education for surpassing pre-pandemic performance levels in English Language Arts—an honor shared by only nine districts statewide.
The Full Story
At a packed school committee meeting on October 20, district and building administrators presented comprehensive MCAS and accountability data that revealed significant progress across most grade levels and subject areas, while also identifying targeted areas for continued improvement. The presentation followed an emotional ceremony honoring high-achieving students who earned AP Scholar distinctions and perfect MCAS scores.
Jacobs School Principal Kyle Shaw reported that his building achieved an overall accountability percentile of 69, placing the school in the top third among 1,216 elementary and middle schools statewide—the school’s best finish to date. “I stand here in great admiration of the teachers at the Jacobs School,” Shaw said. “There’s an energy, a momentum within the Jacobs School that’s grounded in a strong foundation set in motion a long time ago that has continued to elevate and grow.”
The most dramatic improvement came in fifth grade science, where 72 percent of students met or exceeded expectations—a 20 percentage point increase from the previous year and 26 points above the state average of 46 percent. This improvement earned the Jacobs an 89th percentile ranking in science, meaning only 11 percent of non-high schools in Massachusetts performed better. Shaw attributed the gains to renewed emphasis on science instruction building-wide and the departmentalization of fifth grade to ensure science was taught daily.
In English Language Arts, the district’s performance was strong enough to earn an invitation to the DESE accountability press release event. Director of Curriculum and Instruction Christine Cappadona and Shaw attended the small gathering where Commissioner of Education officials recognized Hull as one of only nine districts statewide to improve beyond pre-pandemic ELA scores in 2025. The Jacobs School posted an ELA achievement score of 503.1, nine points above the state average of 494, with percentiles ranging from 69 to 89 across grade levels.
The Jacobs also made substantial progress in addressing chronic absenteeism, which had spiked to 37 percent in 2022 when the school encouraged families to keep children home with any symptoms during the pandemic. Through sustained outreach, engagement, and expanded opportunities, the chronic absenteeism rate dropped to 5.9 percent in 2025—well below the state average and representing a 32-point improvement over five years.
Climate survey data showed students’ perceptions of the school environment reached an all-time high in 2025, rebounding from a disappointing low in 2023. School committee member Aleeza Hagerty noted that the 2023 decline coincided with public discussions about potential school consolidation, which Shaw confirmed likely affected student morale.
Despite these successes, Shaw identified mathematics as the primary area requiring attention. The Jacobs’ average math achievement score declined by nearly two points to 499, though it remained on par with the state average. Performance percentiles in math ranged from the 57th to 75th, below the school’s goal of consistently placing in the top third across all categories.
To address the math challenge, Shaw outlined multiple action steps already underway. A team of Jacobs teachers visited Manomet Elementary in Plymouth, a demographically similar school using the same Everyday Math curriculum but achieving higher outcomes. Cappadona is working with sixth and seventh grade teachers to explore the Envision Math curriculum, which is used at the high school and could provide a stronger bridge for transitioning students. Teachers in grades three through five analyzed MCAS results and will dedicate professional development time to strengthening math instruction through curriculum and assessment alignment. The district has also formed a math task force including teachers and administrators from both buildings.
At the high school level, Principal Rob Shaw presented a more complex picture influenced by significant changes to the testing landscape. The elimination of MCAS as a graduation requirement appeared to impact student performance, with grade 10 ELA showing a 14-point drop in the percentage of students meeting expectations compared to a six-point decline statewide. Grade 10 math saw a five-point decline in meeting expectations, compared to three points statewide.
However, Shaw emphasized that the high school’s accountability percentile of 70—which compares the school to 120 other middle school/high school combination schools rather than the previous cohort of 236 traditional high schools—establishes a new baseline going forward. Individual grade-level MCAS percentiles told a more nuanced story, with eighth grade ELA at the 73rd percentile and high school science at the 68th percentile.
Principal Shaw noted that eighth grade data from recent years provides encouraging signs for future high school performance. The current ninth and tenth grade cohorts posted strong eighth grade ELA results, with 62 percent and 63 percent meeting or exceeding expectations respectively, positioning them well for success on future MCAS assessments.
The high school showed significant improvement in chronic absenteeism, dropping from 23 percent in 2022 to 15.7 percent in 2025, earning four out of four points on this accountability indicator. The four-year graduation rate also exceeded targets, earning the maximum four points.
Shaw highlighted multiple initiatives to improve academic outcomes, including an interdepartmental focus on writing with common language and structures from eighth through twelfth grade, implementation of standardized Envision Math curriculum from eighth grade through Algebra II, expansion of dual enrollment opportunities with three new courses this year (pre-calculus, calculus, and forensic science), and development of an Innovation Pathway in business and finance that has received preliminary approval from DESE for grant funding.
The high school also expanded Advanced Placement offerings this year by adding AP Chemistry and AP Art, with over 20 students enrolled. While the number of students taking AP exams declined last year—partly due to a grant that covered costs and resulted in some students opting out—AP performance improved significantly. The average AP score increased from 3.0 to 3.5 over five years, a rare gain when most schools remained flat. The percentage of scores earning three or higher now exceeds the state average.
Shaw acknowledged that advanced coursework completion rates—measured by the percentage of 11th and 12th graders taking advanced courses—declined in recent years, earning zero points on the accountability report. However, he explained this was influenced by declining enrollment, the accountability system not counting 10th graders who took AP courses, and the absence of dual enrollment courses during the reporting period. The addition of three dual enrollment courses, new AP offerings, and the forthcoming Innovation Pathway should reverse this trend.
An important structural change affects eighth grade accountability reporting. Because Hull now operates a grade 8-12 high school, eighth grade is classified as a “non-high school grade” and reported separately on the accountability card. This creates a unique situation where one grade carries 18 percent of the school’s accountability weight while grades 9-12 collectively carry 82 percent. Shaw noted that only 120 schools in Massachusetts share this configuration, most being rural 7-12 regional districts.
The presentation on professional development revealed extensive summer work and ongoing initiatives. Twenty teachers participated in paid curriculum development over the summer, focusing on unpacking standards, creating rubrics, planning interdisciplinary projects, and developing new programs including Envision Math, Spanish curriculum, and seventh grade social studies.
A major focus for the year is the district’s revised teacher induction and mentoring program. Cappadona and Director of Special Education Kristen Ryan took a course called “Mentoring in Action” and then offered it to all current and prospective mentors, requiring completion as an expectation for serving as a mentor. Thirteen teachers completed the course last spring, and four more are currently enrolled. The program uses a month-by-month curriculum that provides consistency while allowing differentiation based on whether new staff members are career-changers or beginning teachers. Fourteen new educators joined the district this year and participated in a three-day summer induction program followed by monthly meetings.
Professional development priorities for the year emerged from a staff survey and academic data analysis. Three primary areas of focus are inclusive practices, student engagement, and project-based learning. Paraprofessionals specifically requested role-specific professional development rather than general sessions.
The district is partnering with Landmark Outreach to support writing instruction for students with language-based learning disabilities. A multidisciplinary team including general education teachers, special education teachers, a speech-language pathologist, and an occupational therapist participated in summer training, with plans to expand the program to create consistency across grade levels three through five in alignment with the Core Knowledge Language Arts curriculum.
The special education department is focusing on increasing specificity in developing Individualized Education Programs based on students’ unique learning profiles. Members of the special education team worked with Dr. Nami Turk over the summer on translating evaluation results into specially designed instruction, work that aligns with implementation of a new IEP form.
Professional learning communities have resumed at the high school after a hiatus, with teachers expressing appreciation for the dedicated collaboration time. Hull Teachers Association representative Barbara noted that teachers are “really embracing the PLC” and that “they haven’t had them in a while, and they’re really appreciative that Rob has made this collaboration a priority.”
Grades three through five teachers began work this week analyzing the Everyday Math curriculum, aligning unit content with standards and reviewing MCAS data to refine instruction and pacing. During Jacobs grade level meetings, the focus will be on strengthening math instruction practices to support student growth.
The district scheduled its first learning walk for October 22, with a new approach where a Jacobs teacher will join the high school learning walk and a high school teacher will join the Jacobs learning walk to foster cross-building observation and collaboration. Last year, teachers who participated in learning walks earned 10 professional development points and helped edit the memo shared with staff about noticings, inspirations, and recommendations before presenting findings to colleagues.
World language professional development with consultant Jacqueline Hathaway began in August and continues with multiple full-day and virtual trainings designed to build educator capacity in language instruction, culturally responsive teaching, community building, and proficiency-based practice.
Looking ahead, the district has scheduled an early release day for November 4 dedicated to building safety training, and a full professional development day in January is in the planning stages. For summer 2026, curriculum work will shift from individual paid projects to a three-day collaborative on-site format June 16-18, creating structured time for teachers to work together and share their learning.
Superintendent Michael Jette expressed confidence in the trajectory of the work. “Looking at this and observing the work of the staff over the last year, a lot of emphasis goes into this is our public profile,” he said. “This is what’s reported and what people who are looking up, what are the schools in Hull like, this is the information that they’re getting because it’s on our report card. And so we are obviously paying a lot of attention to it.”
Why It Matters
These results represent more than statistics—they reflect years of sustained effort by educators, students, and families to recover from pandemic disruptions and build on strengths. Hull’s recognition as one of only nine districts statewide to surpass pre-pandemic ELA performance demonstrates that the community’s investments in curriculum, professional development, and instructional support are yielding results. The Jacobs School’s placement in the top third of all elementary and middle schools statewide—in the most competitive cohort in Massachusetts—validates the school’s approach to creating a positive climate, reducing chronic absenteeism, and maintaining high academic expectations. For parents and taxpayers, the data shows that Hull students are competing successfully with peers across the state despite the district’s modest size and resources. The identified areas for improvement, particularly in mathematics and in adapting to changing graduation requirements, demonstrate that district leaders are using data to drive continuous improvement rather than resting on success.
Meeting Minutes
Key Motions & Votes
Motion: To call the meeting to order at 6:30 p.m. Outcome: Approved. Vote: Unanimous. (Timestamp: 00:00:30)
Motion: To approve the agenda as presented. Outcome: Approved. Vote: Unanimous. (Timestamp: 00:01:30)
Motion: To approve the minutes from the October 6, 2025 open meeting. Outcome: Approved. Vote: Unanimous. (Timestamp: 00:05:52)
Motion: To adjourn the meeting at 8:54 p.m. Outcome: Approved. Vote: Unanimous. (Timestamp: 02:24:39)
Public Comment
There was no public comment during the designated public input period. The meeting focused primarily on recognizing student achievement and receiving administrative presentations on MCAS results and professional development.
What’s Next
The school committee will have opportunities for follow-up questions on the Jacobs School MCAS presentation at the November 3 meeting when Principal Shaw returns for his regularly scheduled presentation. High school follow-up is scheduled for November 17. The district will conduct its first learning walks of the year on October 22, with cross-building teacher participation. The whole master plan open house is scheduled for October 23, with the survey still open for community input. Staff will participate in building safety training and professional development on the early release day of November 4. The school committee requested quarterly updates from the high school on progress indicators beyond MCAS data, with presentations scheduled for November 17, January 26, and April 13.