Massachusetts School and District Profiles

Hurley K-8 School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Hurley K-8 School

Organization Information

DISTRICT NAME
Boston (00350000)

TITLE I STATUS
Title I School

SCHOOL
Hurley K-8 School (00350182)

GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
46% - Moderate progress toward targets	28

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	55%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	46%
	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	-	4	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		1.0	9.6	-	5.2	7.6	-
Percentage of possible points		10%		-	68%		-
2026 Annual criterion-referenced target percentage		39%

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	0	4	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	6	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	6	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	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		5.2	9.6	-	4.3	7.6	-
Percentage of possible points		54%		-	57%		-
2025 Annual criterion-referenced target percentage		55%

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	39%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	22%
	Limited or no 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	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		1.1	10.3	-
Percentage of possible points		11%		-
2026 Annual criterion-referenced target percentage		11%

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	2	4	-
	Science achievement	2	4	-
	Achievement total	4	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.0	10.3	-
Percentage of possible points		39%		-
2025 Annual criterion-referenced target percentage		39%

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	493.5	489.9	-3.6	496.4	184	0	Recovery Path: Declined
Lowest Performing	459.5	466.3	6.8	465.6	35	4	Recovery Path: Exceeded Target
High Needs	484.9	479.5	-5.4	487.6	133	0	Recovery Path: Declined
English Learners and Former English Learners	480.6	476.5	-4.1	484.0	94	0	Recovery Path: Declined
Low Income	482.3	477.7	-4.6	484.9	112	0	Recovery Path: Declined
Students with Disabilities	473.9	471.8	-2.1	477.2	58	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	483.9	479.9	-4.0	487.3	130	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	518.3	518.7	0.4	520.7	37	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	495.2	488.6	-6.6	498.4	186	0	Recovery Path: Declined
Lowest Performing	469.5	472.5	3.0	474.5	35	2	Recovery Path: Improved Below Target
High Needs	486.5	478.4	-8.1	489.2	134	0	Recovery Path: Declined
English Learners and Former English Learners	484.1	476.1	-8.0	487.0	94	0	Recovery Path: Declined
Low Income	483.9	476.9	-7.0	486.7	113	0	Recovery Path: Declined
Students with Disabilities	477.6	471.6	-6.0	480.0	58	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	486.3	480.1	-6.2	489.4	130	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	522.1	514.2	-7.9	524.9	39	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	496.0	476.0	-20.0	499.6	53	0	Path Forward: Declined
Lowest Performing	-	-	-	-	20	-	-
High Needs	482.5	469.1	-13.4	486.3	42	0	Path Forward: Declined
English Learners and Former English Learners	480.4	464.7	-15.7	484.5	31	0	Path Forward: Declined
Low Income	480.3	466.4	-13.9	484.3	36	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	482.8	468.4	-14.4	486.4	42	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	8	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.5	136	3	Typical Growth - High
Lowest Performing	54.5	35	3	Typical Growth - High
High Needs	51.2	98	3	Typical Growth - High
English Learners and Former English Learners	52.3	71	3	Typical Growth - High
Low Income	49.5	84	2	Typical Growth - Low
Students with Disabilities	53.6	45	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	2	-	-
Hispanic or Latino	51.5	97	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	66.8	28	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.6	139	2	Typical Growth - Low
Lowest Performing	47.9	35	2	Typical Growth - Low
High Needs	41.8	100	2	Typical Growth - Low
English Learners and Former English Learners	43.4	72	2	Typical Growth - Low
Low Income	39.6	86	1	Low Growth
Students with Disabilities	43.4	45	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	4	-	-
Black or African American	-	2	-	-
Hispanic or Latino	43.5	98	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.7	30	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	41.3	35.2	-6.1	46.7	105	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	41.3	35.2	-6.1	46.7	105	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	23.2	26.7	3.5	21.7	273	0	Declined
Lowest Performing	22.9	25.7	2.8	18.3	35	0	Declined
High Needs	26.0	31.7	5.7	23.6	205	0	Declined
English Learners and Former English Learners	26.6	32.7	6.1	23.1	150	0	Declined
Low Income	29.8	34.1	4.3	26.6	173	0	Declined
Students with Disabilities	27.9	32.1	4.2	24.3	78	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	27.3	33.9	6.6	23.1	186	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	8.9	10.3	1.4	7.1	58	0	Declined

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	188	183	97	Yes	1	188	186	99	Yes	1	53	53	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	136	132	136	134	42	42	314	308	98	Yes	1
English Learners and Former English Learners	95	93	95	94	31	31	221	218	99	Yes	1
Low Income	114	111	114	113	36	36	264	260	98	Yes	1
Students with Disabilities	60	58	60	58	18	18	138	134	97	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	1	1	9	-	-	-	-
Black or African American	6	5	6	5	0	0	12	-	-	-	-
Hispanic or Latino	131	129	131	130	42	42	304	301	99	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	2	2	18	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	39	37	39	39	8	8	86	84	98	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