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Forest Avenue Elementary
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2025 Official Accountability Report - Forest Avenue Elementary
Organization Information
DISTRICT NAME
Hudson (01410000)		TITLE I STATUS
Non-Title I School
SCHOOL
Forest Avenue Elementary (01410015)		GRADES SERVED
PK,K,01,02,03,04
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
41% - Moderate progress toward targets41

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage36%44%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		41%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement24----
Mathematics achievement24----
Science achievement------
Achievement total4860.0---
GrowthEnglish language arts growth34----
Mathematics growth14----
Growth total4820.0---
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total0410.0---
Additional indicatorsChronic absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total3.27.2----
Percentage of possible points 44%---
2025 Annual criterion-referenced target percentage44%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04----
Mathematics achievement24----
Science achievement------
Achievement total2860.0---
GrowthEnglish language arts growth24----
Mathematics growth24----
Growth total4820.0---
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total3410.0---
Additional indicatorsChronic absenteeism34----
Advanced coursework completion------
Additional indicators total3410.0---
Weighted total2.67.2----
Percentage of possible points 36%---
2024 Annual criterion-referenced target percentage36%

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

 20242025
Annual criterion-referenced target percentage53%21%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		34%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement04-
Science achievement---
Achievement total2867.5
GrowthEnglish language arts growth---
Mathematics growth04-
Growth total0422.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total1.46.7-
Percentage of possible points 21%-
2025 Annual criterion-referenced target percentage21%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement44-
Science achievement---
Achievement total4867.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total4.07.6-
Percentage of possible points 53%-
2024 Annual criterion-referenced target percentage53%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 491.3 495.4 4.1 496.0 912Recovery Path: Improved Below Target
Lowest Performing---- 18--
High Needs 484.8 486.6 1.8 488.3 452Recovery Path: Improved Below Target
English Learners and Former English Learners---- 16--
Low Income 487.2 489.2 2.0 491.2 272Recovery Path: Improved Below Target
Students with Disabilities---- 21--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 4--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 493.5 498.2 4.7 498.2 683Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 494.9 495.7 0.8 498.5 922Recovery Path: Improved Below Target
Lowest Performing---- 18--
High Needs 488.7 486.5 -2.2 491.5 460Recovery Path: Declined
English Learners and Former English Learners---- 17--
Low Income 487.3 484.8 -2.5 489.7 280Recovery Path: Declined
Students with Disabilities---- 22--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 4--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 497.8 499.6 1.8 501.2 692Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 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-------

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 50.7 433Typical Growth - High
Lowest Performing- 18--
High Needs- 19--
English Learners and Former English Learners- 8--
Low Income- 11--
Students with Disabilities- 7--
American Indian or Alaska Native----
Asian----
Black or African American- 3--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 54.2 333Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 32.5 441Low Growth
Lowest Performing- 18--
High Needs 29.5 200Very Low Growth
English Learners and Former English Learners- 9--
Low Income- 12--
Students with Disabilities- 8--
American Indian or Alaska Native----
Asian----
Black or African American- 3--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 33.5 341Low Growth

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 52.8 41.4 -11.4 55.0 290Declined
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 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 9.9 12.3 2.4 8.4 2120Declined
Lowest Performing---- 18--
High Needs 13.0 17.5 4.5 10.6 1030Declined
English Learners and Former English Learners---- 47--
Low Income 13.0 21.1 8.1 9.8 710Declined
Students with Disabilities---- 38--
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 7--
Hispanic or Latino---- 49--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 8.4 8.9 0.5 6.6 1461No Change

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 93 9299Yes 1 93 93100Yes 1 0----

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 47 46 47 47 0 0 94 9399Yes1
English Learners and Former English Learners 18 17 18 18 0 0 36----
Low Income 29 28 29 29 0 0 58 5798Yes1
Students with Disabilities 22 21 22 22 0 0 44 4398Yes1
American Indian or Alaska Native-----------
Asian-----------
Black or African American 4 4 4 4 0 0 8----
Hispanic or Latino 15 15 15 15 0 0 30----
Multi-Race, Not Hispanic or Latino 5 5 5 5 0 0 10----
Native Hawaiian or Other Pacific Islander-----------
White 69 68 69 69 0 0 138 13799Yes1


About this report

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.


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