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C A Farley
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2025 Official Accountability Report - C A Farley
Organization Information
DISTRICT NAME
Hudson (01410000)		TITLE I STATUS
Title I School
SCHOOL
C A Farley (01410030)		GRADES SERVED
PK,K,01,02,03,04
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
63% - Substantial progress toward targets39

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage57%67%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		63%
Substantial 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 achievement44----
Mathematics achievement14----
Science achievement------
Achievement total5860.0---
GrowthEnglish language arts growth44----
Mathematics growth24----
Growth total6820.0---
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 total4410.0---
Additional indicatorsChronic absenteeism24----
Advanced coursework completion------
Additional indicators total2410.0---
Weighted total4.87.2----
Percentage of possible points 67%---
2025 Annual criterion-referenced target percentage67%

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 achievement04-24-
Mathematics achievement24-44-
Science achievement------
Achievement total2860.06867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-34-
Growth total4820.06822.5
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 total4410.0---
Additional indicatorsChronic absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total2.77.2-5.87.6-
Percentage of possible points 38%-76%-
2024 Annual criterion-referenced target percentage57%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
27

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage36%59%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		50%
Substantial 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 achievement34-
Mathematics achievement24-
Science achievement---
Achievement total5867.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
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 total4.57.6-
Percentage of possible points 59%-
2025 Annual criterion-referenced target percentage59%

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 achievement24-
Science achievement---
Achievement total2867.5
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 total2.77.6-
Percentage of possible points 36%-
2024 Annual criterion-referenced target percentage36%

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 490.7 494.1 3.4 493.4 1634Recovery Path: Exceeded Target
Lowest Performing---- 16--
High Needs 481.2 484.3 3.1 483.8 963Recovery Path: Met Target
English Learners and Former English Learners 474.5 477.3 2.8 478.0 502Recovery Path: Improved Below Target
Low Income 480.5 484.7 4.2 483.0 704Recovery Path: Exceeded Target
Students with Disabilities 478.8 473.3 -5.5 482.1 380Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 6--
Hispanic or Latino 475.0 484.9 9.9 478.0 324Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 495.0 495.8 0.8 497.5 1162Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 489.0 488.5 -0.5 493.6 1631Recovery Path: No Change
Lowest Performing---- 16--
High Needs 479.6 480.6 1.0 484.5 962Recovery Path: Improved Below Target
English Learners and Former English Learners 476.1 475.3 -0.8 483.1 490Recovery Path: Declined
Low Income 479.7 482.2 2.5 484.4 702Recovery Path: Improved Below Target
Students with Disabilities 469.0 469.5 0.5 472.4 382Path Forward: Improved Below Target
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 6--
Hispanic or Latino 478.7 480.9 2.2 481.8 322Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 492.2 490.5 -1.7 496.6 1160Recovery Path: Declined

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 61.3 724Exceeded Typical Growth
Lowest Performing- 16--
High Needs 54.3 403Typical Growth - High
English Learners and Former English Learners 52.6 213Typical Growth - High
Low Income 53.7 323Typical Growth - High
Students with Disabilities- 16--
American Indian or Alaska Native----
Asian- 1--
Black or African American- 2--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 59.4 563Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 47.9 732Typical Growth - Low
Lowest Performing- 16--
High Needs 48.2 412Typical Growth - Low
English Learners and Former English Learners 50.7 213Typical Growth - High
Low Income 51.3 333Typical Growth - High
Students with Disabilities- 16--
American Indian or Alaska Native----
Asian- 1--
Black or African American- 2--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 46.9 572Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 59.3 65.1 5.8 61.5 1064Exceeded Target
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 59.3 65.1 5.8 61.5 1064Exceeded 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 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 14.6 14.4 -0.2 13.1 3812Improved Below Target
Lowest Performing---- 16--
High Needs 18.6 20.6 2.0 16.2 2330Declined
English Learners and Former English Learners 22.1 21.8 -0.3 18.6 1422Improved Below Target
Low Income 21.3 23.8 2.5 18.1 1850Declined
Students with Disabilities 17.9 16.9 -1.0 14.3 712Improved Below Target
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 17--
Hispanic or Latino 18.7 19.7 1.0 14.5 1220Declined
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 14.2 11.1 -3.1 12.4 2264Exceeded Target

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 183 18098Yes 1 182 18199Yes 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 116 113 115 114 0 0 231 22798Yes1
English Learners and Former English Learners 64 63 63 63 0 0 127 12699Yes1
Low Income 86 84 85 84 0 0 171 16898Yes1
Students with Disabilities 44 42 44 43 0 0 88 8597Yes1
American Indian or Alaska Native-----------
Asian 4 4 4 4 0 0 8----
Black or African American 7 7 7 7 0 0 14----
Hispanic or Latino 47 46 47 47 0 0 94 9399Yes1
Multi-Race, Not Hispanic or Latino 5 5 5 5 0 0 10----
Native Hawaiian or Other Pacific Islander-----------
White 120 118 119 118 0 0 239 23699Yes1


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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