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Hardy
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2025 Official Accountability Report - Hardy
Organization Information
DISTRICT NAME
Arlington (00100000)		TITLE I STATUS
Title I School
SCHOOL
Hardy (00100030)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting or exceeding targets
Progress toward improvement targetsAccountability percentile
82% - Meeting or exceeding targets88

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage92%75%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		82%
Meeting or exceeding 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 achievement34-34-
Mathematics achievement34-24-
Science achievement44----
Achievement total101267.55867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total8.510.3-5.17.6-
Percentage of possible points 83%-67%-
2025 Annual criterion-referenced target percentage75%

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 achievement44-44-
Mathematics achievement34-44-
Science achievement44----
Achievement total111260.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth34-34-
Growth total7820.07822.5
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 total3410.0---
Additional indicatorsChronic absenteeism44-14-
Advanced coursework completion------
Additional indicators total4410.01410.0
Weighted total8.79.6-7.17.6-
Percentage of possible points 91%-93%-
2024 Annual criterion-referenced target percentage92%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
92

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage30%67%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		52%
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 growth34-
Growth total6822.5
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 total5.17.6-
Percentage of possible points 67%-
2025 Annual criterion-referenced target percentage67%

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 achievement14-
Mathematics achievement04-
Science achievement---
Achievement total1867.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total2.37.6-
Percentage of possible points 30%-
2024 Annual criterion-referenced target percentage30%

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 507.9 507.6 -0.3 509.3 1783Path Forward: Met Target
Lowest Performing 481.0 485.1 4.1 485.1 263Recovery Path: Met Target
High Needs 493.1 495.0 1.9 495.3 613Recovery Path: Met Target
English Learners and Former English Learners---- 21--
Low Income 492.7 491.0 -1.7 494.8 210Path Forward: Declined
Students with Disabilities 486.6 490.9 4.3 489.0 414Recovery Path: Exceeded Target
American Indian or Alaska Native-------
Asian---- 24--
Black or African American---- 7--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 509.6 508.2 -1.4 512.1 1163Recovery 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 509.6 509.6 0.0 511.1 1803Path Forward: Met Target
Lowest Performing 480.8 483.0 2.2 485.2 262Recovery Path: Improved Below Target
High Needs 493.8 494.5 0.7 496.3 642Path Forward: Improved Below Target
English Learners and Former English Learners---- 23--
Low Income 489.8 488.3 -1.5 492.2 210Path Forward: Declined
Students with Disabilities 488.7 491.2 2.5 491.9 433Path Forward: Met Target
American Indian or Alaska Native-------
Asian---- 24--
Black or African American---- 7--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 510.9 509.1 -1.8 512.6 1183Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 518.6 513.6 -5.0 520.8 544Path Forward: Exceeded Target
Lowest Performing---- 15--
High Needs---- 19--
English Learners and Former English Learners---- 7--
Low Income---- 6--
Students with Disabilities---- 15--
American Indian or Alaska Native-------
Asian---- 8--
Black or African American---- 1--
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 525.1 513.0 -12.1 527.3 384Path Forward: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 53.6 1063Typical Growth - High
Lowest Performing 51.5 263Typical Growth - High
High Needs 55.3 353Typical Growth - High
English Learners and Former English Learners- 11--
Low Income- 12--
Students with Disabilities 48.3 262Typical Growth - Low
American Indian or Alaska Native----
Asian- 13--
Black or African American- 3--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino- 9--
Native Hawaiian or Other Pacific Islander----
White 52.0 763Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 51.4 1053Typical Growth - High
Lowest Performing 52.7 263Typical Growth - High
High Needs 56.3 343Typical Growth - High
English Learners and Former English Learners- 10--
Low Income- 12--
Students with Disabilities 50.3 263Typical Growth - High
American Indian or Alaska Native----
Asian- 13--
Black or African American- 3--
Hispanic or Latino- 5--
Multi-Race, Not Hispanic or Latino- 9--
Native Hawaiian or Other Pacific Islander----
White 50.8 753Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 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 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 11.2 8.8 -2.4 10.1 3284Exceeded Target
Lowest Performing 19.2 11.5 -7.7 15.9 264Exceeded Target
High Needs 16.5 11.7 -4.8 14.4 1204Exceeded Target
English Learners and Former English Learners---- 42--
Low Income 32.6 21.4 -11.2 28.3 424Exceeded Target
Students with Disabilities 12.0 8.0 -4.0 9.5 754Exceeded Target
American Indian or Alaska Native-------
Asian---- 48--
Black or African American---- 8--
Hispanic or Latino---- 27--
Multi-Race, Not Hispanic or Latino---- 45--
Native Hawaiian or Other Pacific Islander-------
White 7.5 3.5 -4.0 6.3 2004Exceeded 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 193 18797Yes 1 193 18998Yes 1 57 5698Yes 1

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 74 69 74 72 21 21 169 16296Yes1
English Learners and Former English Learners 29 27 29 29 9 9 67 6597Yes1
Low Income 26 25 26 25 7 7 59 5797Yes1
Students with Disabilities 47 43 47 45 15 15 109 10397Yes2
American Indian or Alaska Native-----------
Asian 28 28 28 28 9 9 65 65100Yes1
Black or African American 8 8 8 8 1 1 17----
Hispanic or Latino 16 15 16 15 4 4 36----
Multi-Race, Not Hispanic or Latino 20 19 20 19 3 3 43 4195Yes1
Native Hawaiian or Other Pacific Islander-----------
White 121 117 121 119 40 39 282 27598Yes1


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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