Massachusetts School and District Profiles

Hadley Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Hadley Elementary

Organization Information

DISTRICT NAME
Hadley (01170000)

TITLE I STATUS
Title I School

SCHOOL
Hadley Elementary (01170015)

GRADES SERVED
PK,K,01,02,03,04,05,06

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
66% - Substantial progress toward targets	78

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	74%	60%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	66%
	Substantial 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)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	2	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	4	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	22.5	7	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	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	1	4	10.0
Weighted total		4.7	10.3	-	5.7	7.6	-
Percentage of possible points		46%		-	75%		-
2026 Annual criterion-referenced target percentage		60%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	3	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	67.5	7	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	8	8	22.5	8	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		5.9	10.3	-	6.9	7.6	-
Percentage of possible points		57%		-	91%		-
2025 Annual criterion-referenced target percentage		74%

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

	2025	2026
Annual criterion-referenced target percentage	68%	26%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	43%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	-	-	-
	Achievement total	0	8	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	4	-
	Growth total	7	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	7.6	-
Percentage of possible points		26%		-
2026 Annual criterion-referenced target percentage		26%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	3	4	-
	Science achievement	-	-	-
	Achievement total	5	8	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	4	4	-
	Growth total	8	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		5.2	7.6	-
Percentage of possible points		68%		-
2025 Annual criterion-referenced target percentage		68%

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	500.5	499.2	-1.3	502.5	152	0	Path Forward: Declined
Lowest Performing	479.9	481.0	1.1	485.0	24	2	Path Forward: Improved Below Target
High Needs	489.6	486.3	-3.3	492.4	71	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	488.7	486.8	-1.9	491.0	46	0	Path Forward: Declined
Students with Disabilities	484.6	479.9	-4.7	487.5	37	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.0	502.9	-1.1	506.0	108	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	502.2	501.4	-0.8	504.3	151	0	Path Forward: Declined
Lowest Performing	477.3	482.5	5.2	481.2	24	4	Recovery Path: Exceeded Target
High Needs	491.5	490.4	-1.1	494.1	70	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	489.5	489.5	0.0	491.9	45	1	Path Forward: No Change
Students with Disabilities	489.8	483.8	-6.0	493.1	36	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.4	504.9	0.5	506.5	107	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	501.7	505.9	4.2	504.4	45	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	9	-	-
High Needs	-	-	-	-	20	-	-
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	9	-	-
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.5	508.8	4.3	507.5	33	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.8	106	3	Typical Growth - High
Lowest Performing	50.8	24	3	Typical Growth - High
High Needs	53.9	44	3	Typical Growth - High
English Learners and Former English Learners	-	6	-	-
Low Income	59.1	27	3	Typical Growth - High
Students with Disabilities	53.2	23	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	3	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.6	78	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	62.9	106	4	Exceeded Typical Growth
Lowest Performing	61.1	24	4	Exceeded Typical Growth
High Needs	63.0	44	4	Exceeded Typical Growth
English Learners and Former English Learners	-	7	-	-
Low Income	60.6	27	4	Exceeded Typical Growth
Students with Disabilities	62.8	22	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	4	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	63.7	77	4	Exceeded Typical Growth

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	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	17.7	13.2	-4.5	16.4	243	4	Exceeded Target
Lowest Performing	12.0	12.5	0.5	8.5	24	1	No Change
High Needs	22.1	16.4	-5.7	19.5	116	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	22	-	-
Low Income	25.3	20.8	-4.5	21.6	72	4	Exceeded Target
Students with Disabilities	21.9	17.5	-4.4	18.6	63	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	16	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	36	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	16.8	12.1	-4.7	15.4	173	4	Exceeded Target

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	163	163	100	Yes	1	162	162	100	Yes	1	50	50	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	77	77	76	76	23	23	176	176	100	Yes	1
English Learners and Former English Learners	18	18	18	18	7	7	43	-	-	-	-
Low Income	49	49	48	48	11	11	108	108	100	Yes	1
Students with Disabilities	38	38	37	37	11	11	86	86	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	11	11	11	11	4	4	26	-	-	-	-
Black or African American	9	9	9	9	5	5	23	-	-	-	-
Hispanic or Latino	27	27	27	27	5	5	59	59	100	Yes	1
Multi-Race, Not Hispanic or Latino	5	5	5	5	1	1	11	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	111	111	110	110	35	35	256	256	100	Yes	1

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