Massachusetts School and District Profiles

Hadley

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Hadley

Organization Information

DISTRICT NAME
Hadley (01170000)

TITLE I STATUS
Title I District

REGION
West/Central

GRADES SERVED
PK,K,01,02,03,04,05,06,07,08,09,10,11,12

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
38% - Moderate progress toward targets	-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR
SCHOOLS IN THIS DISTRICT

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	58%	24%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	38%
	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)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	0	4	-	0	4	-	-	-	-
	Mathematics achievement	0	4	-	1	4	-	4	4	-	-	-	-
	Science achievement	0	4	-	-	-	-	0	4	-	-	-	-
	Achievement total	0	12	67.5	1	8	67.5	4	12	47.5	-	-	-
Growth	English language arts growth	2	4	-	2	4	-	2	4	-	-	-	-
	Mathematics growth	2	4	-	2	4	-	4	4	-	-	-	-
	Growth total	4	8	22.5	4	8	22.5	6	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	0	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	3	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	0	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	3	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	4	4	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0	4	8	10.0	-	-	-
Weighted total		1.3	10.3	-	1.8	7.6	-	4.3	10.7	-	-	-	-
Percentage of possible points		13%		-	24%		-	40%		-	-		-
Percentage of possible points by gradespan		18% Weight of non-high school results:73%						40% Weight of high school results:27%
2026 Annual criterion-referenced target percentage		24%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)			All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	4	4	-	0	4	-	-	-	-
	Mathematics achievement	2	4	-	3	4	-	0	4	-	-	-	-
	Science achievement	1	4	-	-	-	-	0	4	-	-	-	-
	Achievement total	5	12	67.5	7	8	67.5	0	12	47.5	-	-	-
Growth	English language arts growth	3	4	-	4	4	-	2	4	-	-	-	-
	Mathematics growth	3	4	-	4	4	-	3	4	-	-	-	-
	Growth total	6	8	22.5	8	8	22.5	5	8	22.5	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-	3	4	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-	3	4	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-	3	4	-	-	-	-
	High school completion total	-	-	-	-	-	-	9	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-	3	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-	4	4	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0	7	8	10.0	-	-	-
Weighted total		4.7	10.3	-	6.9	7.6	-	3.6	10.7	-	-	-	-
Percentage of possible points		46%		-	91%		-	34%		-	-		-
Percentage of possible points by gradespan		68% Weight of non-high school results:70%						34% Weight of high school results:30%
2025 Annual criterion-referenced target percentage		58%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	33%	19%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	25%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	-	-	-
	Mathematics achievement	1	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	67.5	-	-	-
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	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	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-
Weighted total		2.0	10.3	-	-	-	-
Percentage of possible points		19%		-	-		-
Percentage of possible points by gradespan		19% Weight of non-high school results:100%			- Weight of high school results:0%
2026 Annual criterion-referenced target percentage		19%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)			High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	2	4	-	-	-	-
	Achievement total	3	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	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-
Weighted total		3.4	10.3	-	-	-	-
Percentage of possible points		33%		-	-		-
Percentage of possible points by gradespan		33% Weight of non-high school results:100%			- Weight of high school results:0%
2025 Annual criterion-referenced target percentage		33%

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	499.2	495.9	-3.3	502.7	233	0	Recovery Path: Declined
Lowest Performing	477.7	476.8	-0.9	482.8	38	0	Path Forward: Declined
High Needs	486.3	483.3	-3.0	488.2	108	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	484.6	482.9	-1.7	485.6	73	0	Path Forward: Declined
Students with Disabilities	480.0	477.4	-2.6	482.1	57	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	476.2	481.3	5.1	478.7	38	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.3	499.7	-4.6	506.2	168	0	Path Forward: Declined

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	507.2	499.8	-7.4	509.8	21	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	9	-	-
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	8	-	-
Students with Disabilities	-	-	-	-	2	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	13	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	498.6	497.2	-1.4	500.5	227	0	Path Forward: Declined
Lowest Performing	478.2	478.1	-0.1	482.6	38	1	Path Forward: No Change
High Needs	487.0	486.5	-0.5	488.9	105	1	Path Forward: No Change
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	484.8	485.1	0.3	486.7	69	2	Path Forward: Improved Below Target
Students with Disabilities	483.0	481.6	-1.4	485.2	55	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	477.9	482.1	4.2	480.3	36	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.6	500.4	-2.2	504.4	164	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	498.8	502.2	3.4	500.6	20	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	8	-	-
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	7	-	-
Students with Disabilities	-	-	-	-	2	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	13	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	499.7	498.9	-0.8	502.4	82	0	Path Forward: Declined
Lowest Performing	-	-	-	-	16	-	-
High Needs	490.6	489.1	-1.5	493.6	36	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	489.3	480.7	-8.6	492.6	20	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.1	503.1	0.0	505.7	60	1	Path Forward: No Change

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	491.7	485.9	-5.8	493.7	20	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	9	-	-
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	8	-	-
Students with Disabilities	-	-	-	-	2	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	12	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.8	171	2	Typical Growth - Low
Lowest Performing	44.9	38	2	Typical Growth - Low
High Needs	45.8	73	2	Typical Growth - Low
English Learners and Former English Learners	-	10	-	-
Low Income	49.1	48	2	Typical Growth - Low
Students with Disabilities	45.6	38	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	9	-	-
Black or African American	-	6	-	-
Hispanic or Latino	43.7	23	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.9	130	2	Typical Growth - Low

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.2	20	2	Typical Growth - Low
Lowest Performing	-	-	-	-
High Needs	-	8	-	-
English Learners and Former English Learners	-	2	-	-
Low Income	-	7	-	-
Students with Disabilities	-	2	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	0	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	-	13	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.9	168	2	Typical Growth - Low
Lowest Performing	49.2	38	2	Typical Growth - Low
High Needs	48.8	72	2	Typical Growth - Low
English Learners and Former English Learners	-	10	-	-
Low Income	46.4	45	2	Typical Growth - Low
Students with Disabilities	49.8	37	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	9	-	-
Black or African American	-	7	-	-
Hispanic or Latino	46.7	22	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.9	127	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	61.6	20	4	Exceeded Typical Growth
Lowest Performing	-	-	-	-
High Needs	-	8	-	-
English Learners and Former English Learners	-	2	-	-
Low Income	-	7	-	-
Students with Disabilities	-	2	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	0	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	-	13	-	-

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	95.5	92.9	-2.6	95.0	42	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	20	-	-
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	-	-	-	-	8	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	31	-	-

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	94.9	95.5	0.6	95.0	44	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	14	-	-
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	13	-	-
Students with Disabilities	-	-	-	-	2	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	-	-	-	-	31	-	-

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.7	2.3	1.6	1.0	131	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	45	-	-
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	34	-	-
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	21	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	-	-	-	-	90	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
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	-	-	-	-	-	-	-

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
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	17.0	13.1	-3.9	16.0	321	4	Exceeded Target
Lowest Performing	14.6	13.2	-1.4	12.5	38	2	Improved Below Target
High Needs	22.3	16.3	-6.0	20.5	153	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	29	-	-
Low Income	26.5	18.6	-7.9	24.1	97	4	Exceeded Target
Students with Disabilities	21.3	19.3	-2.0	18.9	83	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	19	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	31.3	27.1	-4.2	28.4	48	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	15.9	11.6	-4.3	14.7	232	4	Exceeded Target

Chronic absenteeism - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	12.8	13.6	0.8	11.2	118	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	44	-	-
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	35	-	-
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	-	-	-	-	82	-	-

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	82.9	96.5	13.6	86.3	57	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	14	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	12	-	-
Students with Disabilities	-	-	-	-	3	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	-	-	-	-	43	-	-

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	260	258	99	Yes	1	259	251	97	Yes	1	105	105	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	122	121	121	117	47	47	290	285	98	Yes	1
English Learners and Former English Learners	27	27	27	25	13	13	67	65	97	Yes	1
Low Income	82	82	81	77	29	29	192	188	98	Yes	1
Students with Disabilities	60	59	59	57	21	21	140	137	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	14	14	14	14	6	6	34	-	-	-	-
Black or African American	13	13	13	12	7	7	33	-	-	-	-
Hispanic or Latino	43	43	43	41	16	16	102	100	98	Yes	1
Multi-Race, Not Hispanic or Latino	6	6	6	6	2	2	14	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	183	181	182	177	73	73	438	431	98	Yes	1

School Accountability Information
School	Accountability information	School accountability percentile
Hadley Elementary	Not requiring assistance or intervention	78
Hopkins Academy	Not requiring assistance or intervention	69

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