Massachusetts School and District Profiles

Academy Avenue

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Academy Avenue

Organization Information

DISTRICT NAME
Weymouth (03360000)

TITLE I STATUS
Title I School

SCHOOL
Academy Avenue (03360005)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
69% - Substantial progress toward targets	75

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	65%	71%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	69%
	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	-	4	4	-
	Mathematics achievement	2	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	6	12	60.0	7	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	8	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	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		5.5	9.6	-	6.5	7.6	-
Percentage of possible points		57%		-	86%		-
2026 Annual criterion-referenced target percentage		71%

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	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		3.1	9.6	-	7.4	7.6	-
Percentage of possible points		32%		-	97%		-
2025 Annual criterion-referenced target percentage		65%

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	18%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	24%
	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	2	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.9	10.3	-
Percentage of possible points		28%		-
2026 Annual criterion-referenced target percentage		28%

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	4	4	-
	Mathematics growth	3	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		1.8	10.3	-
Percentage of possible points		18%		-
2025 Annual criterion-referenced target percentage		18%

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	499.7	498.5	-1.2	502.2	183	0	Recovery Path: Declined
Lowest Performing	467.7	474.8	7.1	473.1	28	4	Recovery Path: Exceeded Target
High Needs	490.3	487.5	-2.8	492.8	99	0	Recovery Path: Declined
English Learners and Former English Learners	487.2	480.5	-6.7	489.6	35	0	Path Forward: Declined
Low Income	491.9	488.2	-3.7	495.2	77	0	Recovery Path: Declined
Students with Disabilities	476.7	473.4	-3.3	479.6	36	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	488.5	489.7	1.2	491.2	21	2	Path Forward: Improved Below Target
Hispanic or Latino	486.7	485.6	-1.1	488.6	28	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.5	501.5	-3.0	506.5	118	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	497.6	497.7	0.1	499.7	184	2	Path Forward: Improved Below Target
Lowest Performing	472.3	475.6	3.3	476.1	28	3	Recovery Path: Met Target
High Needs	490.2	487.0	-3.2	492.8	100	0	Path Forward: Declined
English Learners and Former English Learners	490.7	483.1	-7.6	494.3	35	0	Path Forward: Declined
Low Income	490.3	487.8	-2.5	492.7	78	0	Path Forward: Declined
Students with Disabilities	479.5	474.6	-4.9	482.8	36	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	480.1	483.7	3.6	483.1	21	4	Path Forward: Exceeded Target
Hispanic or Latino	489.6	488.2	-1.4	492.4	28	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.4	500.3	-2.1	504.5	119	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	499.1	503.0	3.9	501.8	59	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	10	-	-
High Needs	489.7	492.2	2.5	493.1	33	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	488.7	493.6	4.9	492.1	27	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.7	507.8	2.1	508.7	38	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	66.7	114	4	Exceeded Typical Growth
Lowest Performing	57.5	28	3	Typical Growth - High
High Needs	63.4	58	4	Exceeded Typical Growth
English Learners and Former English Learners	-	15	-	-
Low Income	61.0	43	4	Exceeded Typical Growth
Students with Disabilities	54.6	24	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	10	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	65.5	76	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	60.5	118	4	Exceeded Typical Growth
Lowest Performing	53.8	28	3	Typical Growth - High
High Needs	54.0	62	3	Typical Growth - High
English Learners and Former English Learners	-	18	-	-
Low Income	54.2	47	3	Typical Growth - High
Students with Disabilities	47.2	24	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	5	-	-
Black or African American	-	13	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.9	77	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	78.9	71.8	-7.1	81.1	39	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	78.9	71.8	-7.1	81.1	39	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	15.1	14.3	-0.8	13.8	308	3	Met Target
Lowest Performing	17.2	10.7	-6.5	13.7	28	4	Exceeded Target
High Needs	22.5	24.8	2.3	19.9	157	0	Declined
English Learners and Former English Learners	23.4	33.3	9.9	20.4	57	0	Declined
Low Income	21.7	26.8	5.1	18.0	123	0	Declined
Students with Disabilities	18.2	15.7	-2.5	14.9	51	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	10	-	-
Black or African American	17.1	21.4	4.3	13.6	28	0	Declined
Hispanic or Latino	28.3	28.8	0.5	24.6	52	1	No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	11.2	8.5	-2.7	9.8	199	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	188	188	100	Yes	1	189	189	100	Yes	1	61	61	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	102	102	103	103	34	34	239	239	100	Yes	1
English Learners and Former English Learners	36	36	36	36	10	10	82	82	100	Yes	1
Low Income	79	79	80	80	28	28	187	187	100	Yes	1
Students with Disabilities	36	36	36	36	11	11	83	83	100	Yes	1
American Indian or Alaska Native	2	2	2	2	1	1	5	-	-	-	-
Asian	7	7	7	7	3	3	17	-	-	-	-
Black or African American	21	21	21	21	7	7	49	49	100	Yes	1
Hispanic or Latino	28	28	28	28	9	9	65	65	100	Yes	1
Multi-Race, Not Hispanic or Latino	9	9	9	9	2	2	20	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	121	121	122	122	39	39	282	282	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