Massachusetts School and District Profiles

David J. Quinn Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - David J. Quinn Middle School

Organization Information

DISTRICT NAME
Hudson (01410000)

TITLE I STATUS
Title I School

SCHOOL
David J. Quinn Middle School (01410410)

GRADES SERVED
05,06,07

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
42% - Moderate progress toward targets	27

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	26%	53%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	42%
	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)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	1	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	6	12	60.0	5	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	20.0	5	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	0	4	10.0
Weighted total		4.5	9.6	-	4.5	7.6	-
Percentage of possible points		47%		-	59%		-
2026 Annual criterion-referenced target percentage		53%

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	1	4	-	2	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	60.0	2	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	20.0	5	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0
Weighted total		1.8	9.6	-	2.5	7.6	-
Percentage of possible points		19%		-	33%		-
2025 Annual criterion-referenced target percentage		26%

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	11%	42%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	29%
	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	2	4	-
	Science achievement	3	4	-
	Achievement total	5	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		4.3	10.3	-
Percentage of possible points		42%		-
2026 Annual criterion-referenced target percentage		42%

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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		1.1	10.3	-
Percentage of possible points		11%		-
2025 Annual criterion-referenced target percentage		11%

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	489.5	486.3	-3.2	492.6	511	0	Recovery Path: Declined
Lowest Performing	462.3	461.8	-0.5	467.4	76	1	Path Forward: No Change
High Needs	480.1	477.0	-3.1	483.0	297	0	Path Forward: Declined
English Learners and Former English Learners	474.9	471.4	-3.5	478.1	149	0	Recovery Path: Declined
Low Income	481.0	477.1	-3.9	484.5	206	0	Recovery Path: Declined
Students with Disabilities	473.2	470.5	-2.7	476.5	115	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	478.8	476.2	-2.6	481.6	128	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.5	489.7	-2.8	495.2	344	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	487.4	487.8	0.4	489.4	509	2	Recovery Path: Improved Below Target
Lowest Performing	465.1	471.1	6.0	470.2	76	4	Path Forward: Exceeded Target
High Needs	478.8	480.0	1.2	481.5	295	2	Path Forward: Improved Below Target
English Learners and Former English Learners	476.1	477.5	1.4	479.6	149	2	Path Forward: Improved Below Target
Low Income	479.2	479.2	0.0	480.5	206	1	Recovery Path: No Change
Students with Disabilities	472.2	474.8	2.6	475.6	113	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	478.6	479.8	1.2	480.9	128	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.0	490.4	0.4	491.7	342	2	Recovery Path: 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	490.2	494.1	3.9	492.5	169	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	482.1	484.7	2.6	484.2	93	3	Recovery Path: Met Target
English Learners and Former English Learners	476.3	480.1	3.8	478.9	48	4	Recovery Path: Exceeded Target
Low Income	481.6	482.6	1.0	484.0	62	2	Recovery Path: Improved Below Target
Students with Disabilities	477.0	476.2	-0.8	480.8	45	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	478.7	479.6	0.9	481.5	31	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	493.5	496.9	3.4	497.2	123	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.7	487	2	Typical Growth - Low
Lowest Performing	45.6	76	2	Typical Growth - Low
High Needs	41.5	277	2	Typical Growth - Low
English Learners and Former English Learners	44.5	133	2	Typical Growth - Low
Low Income	41.9	191	2	Typical Growth - Low
Students with Disabilities	40.6	111	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	5	-	-
Black or African American	-	20	-	-
Hispanic or Latino	44.0	112	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	40.8	338	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.6	494	2	Typical Growth - Low
Lowest Performing	57.0	76	3	Typical Growth - High
High Needs	45.8	283	2	Typical Growth - Low
English Learners and Former English Learners	46.3	140	2	Typical Growth - Low
Low Income	44.2	196	2	Typical Growth - Low
Students with Disabilities	47.0	110	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	5	-	-
Black or African American	-	21	-	-
Hispanic or Latino	46.5	117	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.5	339	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	39.4	27.9	-11.5	44.6	68	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	39.4	27.9	-11.5	44.6	68	0	Declined
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	12.7	12.7	0.0	11.2	542	1	No Change
Lowest Performing	17.5	19.5	2.0	12.9	77	0	Declined
High Needs	17.2	19.1	1.9	14.8	319	0	Declined
English Learners and Former English Learners	17.3	20.2	2.9	13.8	163	0	Declined
Low Income	19.2	22.5	3.3	16.0	227	0	Declined
Students with Disabilities	18.1	23.3	5.2	14.5	116	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	23	-	-
Hispanic or Latino	17.4	19.0	1.6	13.2	147	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.2	10.7	0.5	8.4	354	1	No Change

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	527	523	99	Yes	1	528	524	99	Yes	1	177	177	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	311	307	312	308	101	101	724	716	99	Yes	1
English Learners and Former English Learners	158	156	159	159	54	54	371	369	99	Yes	1
Low Income	217	215	217	216	67	67	501	498	99	Yes	1
Students with Disabilities	119	117	119	116	47	47	285	280	98	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	6	6	6	6	3	3	15	-	-	-	-
Black or African American	23	23	23	23	8	8	54	54	100	Yes	1
Hispanic or Latino	139	138	140	140	38	38	317	316	100	Yes	1
Multi-Race, Not Hispanic or Latino	11	11	11	11	5	5	27	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	347	344	347	343	123	123	817	810	99	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