Massachusetts School and District Profiles

Emily G Wetherbee

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Emily G Wetherbee

Organization Information

DISTRICT NAME
Lawrence (01490000)

TITLE I STATUS
Title I School

SCHOOL
Emily G Wetherbee (01490080)

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

REGION
Strategic Transformation

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
50% - Substantial progress toward targets	17

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	59%	43%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	50%
	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	2	4	-	3	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	4	8	20.0	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	1	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		2.4	9.6	-	4.7	7.6	-
Percentage of possible points		25%		-	62%		-
2026 Annual criterion-referenced target percentage		43%

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	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	8	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	20.0	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	3	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		6.5	9.6	-	3.8	7.6	-
Percentage of possible points		68%		-	50%		-
2025 Annual criterion-referenced target percentage		59%

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	65%	17%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	36%
	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	1	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	1	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	4	-
	Growth total	3	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		1.7	10.3	-
Percentage of possible points		17%		-
2026 Annual criterion-referenced target percentage		17%

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	2	4	-
	Science achievement	4	4	-
	Achievement total	8	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		6.7	10.3	-
Percentage of possible points		65%		-
2025 Annual criterion-referenced target percentage		65%

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	480.8	480.9	0.1	483.9	295	2	Recovery Path: Improved Below Target
Lowest Performing	451.0	455.9	4.9	456.1	48	3	Path Forward: Met Target
High Needs	479.5	479.0	-0.5	482.4	267	1	Recovery Path: No Change
English Learners and Former English Learners	475.7	475.9	0.2	479.8	149	2	Recovery Path: Improved Below Target
Low Income	479.1	478.9	-0.2	482.2	238	1	Recovery Path: No Change
Students with Disabilities	462.1	462.2	0.1	466.5	76	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	480.0	480.4	0.4	483.0	274	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	9	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	485.5	483.9	-1.6	488.7	295	0	Recovery Path: Declined
Lowest Performing	458.2	461.9	3.7	462.6	48	2	Recovery Path: Improved Below Target
High Needs	484.9	482.3	-2.6	487.9	267	0	Recovery Path: Declined
English Learners and Former English Learners	481.9	480.4	-1.5	485.5	149	0	Recovery Path: Declined
Low Income	484.8	483.1	-1.7	488.1	238	0	Recovery Path: Declined
Students with Disabilities	469.4	467.6	-1.8	473.7	76	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	485.2	483.6	-1.6	488.4	274	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	9	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	485.2	479.8	-5.4	487.5	107	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	23	-	-
High Needs	484.7	478.6	-6.1	489.0	99	0	Path Forward: Declined
English Learners and Former English Learners	477.8	476.3	-1.5	480.6	55	0	Recovery Path: Declined
Low Income	484.2	478.9	-5.3	486.5	87	0	Recovery Path: Declined
Students with Disabilities	473.8	468.0	-5.8	476.1	29	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	485.0	478.6	-6.4	487.9	97	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	5	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.3	228	3	Typical Growth - High
Lowest Performing	47.1	48	2	Typical Growth - Low
High Needs	49.2	206	2	Typical Growth - Low
English Learners and Former English Learners	48.7	116	2	Typical Growth - Low
Low Income	49.2	182	2	Typical Growth - Low
Students with Disabilities	37.9	51	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	-	2	-	-
Hispanic or Latino	50.2	212	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	7	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	38.4	234	1	Low Growth
Lowest Performing	42.5	48	2	Typical Growth - Low
High Needs	38.2	212	1	Low Growth
English Learners and Former English Learners	38.7	120	1	Low Growth
Low Income	39.4	188	1	Low Growth
Students with Disabilities	34.1	52	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	-	2	-	-
Hispanic or Latino	37.9	217	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	8	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	50.4	50.4	0.0	55.8	129	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	50.4	50.4	0.0	55.8	129	1	No Change
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	11.3	9.1	-2.2	9.1	449	3	Met Target
Lowest Performing	15.1	6.3	-8.8	10.2	48	4	Exceeded Target
High Needs	12.0	9.3	-2.7	9.5	408	3	Met Target
English Learners and Former English Learners	14.4	8.8	-5.6	11.1	239	4	Exceeded Target
Low Income	12.3	9.2	-3.1	9.6	370	3	Met Target
Students with Disabilities	21.4	18.3	-3.1	17.1	120	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	11.8	9.5	-2.3	8.0	412	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

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	325	325	100	Yes	1	325	325	100	Yes	1	113	113	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	297	297	297	297	105	105	699	699	100	Yes	1
English Learners and Former English Learners	169	169	169	169	59	59	397	397	100	Yes	1
Low Income	265	265	265	265	93	93	623	623	100	Yes	1
Students with Disabilities	84	84	84	84	31	31	199	199	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	9	9	9	9	4	4	22	-	-	-	-
Black or African American	6	6	6	6	1	1	13	-	-	-	-
Hispanic or Latino	299	299	299	299	103	103	701	701	100	Yes	1
Multi-Race, Not Hispanic or Latino	1	1	1	1	0	0	2	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	10	10	10	10	5	5	25	-	-	-	-

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