Massachusetts School and District Profiles

William A Welch Sr

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - William A Welch Sr

Organization Information

DISTRICT NAME
Peabody (02290000)

TITLE I STATUS
Title I School

SCHOOL
William A Welch Sr (02290027)

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
64% - Substantial progress toward targets	21

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	51%	72%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	64%
	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	4	4	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		5.6	9.6	-	6.5	7.6	-
Percentage of possible points		58%		-	86%		-
2026 Annual criterion-referenced target percentage		72%

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	0	4	-	4	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	2	8	60.0	6	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	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		2.4	7.2	-	5.2	7.6	-
Percentage of possible points		33%		-	68%		-
2025 Annual criterion-referenced target percentage		51%

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	26%	54%
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	4	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		5.6	10.3	-
Percentage of possible points		54%		-
2026 Annual criterion-referenced target percentage		54%

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	1	4	-
	Mathematics achievement	0	4	-
	Science achievement	-	-	-
	Achievement total	1	8	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		2.0	7.6	-
Percentage of possible points		26%		-
2025 Annual criterion-referenced target percentage		26%

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	482.5	485.4	2.9	484.8	191	4	Path Forward: Exceeded Target
Lowest Performing	455.6	465.3	9.7	460.7	24	4	Path Forward: Exceeded Target
High Needs	478.5	482.4	3.9	481.4	154	4	Path Forward: Exceeded Target
English Learners and Former English Learners	473.9	478.9	5.0	476.4	82	4	Path Forward: Exceeded Target
Low Income	478.1	481.6	3.5	480.5	138	4	Path Forward: Exceeded Target
Students with Disabilities	469.4	472.7	3.3	472.7	42	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	477.9	484.6	6.7	480.4	106	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	487.4	487.0	-0.4	489.8	66	1	Path Forward: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	481.9	483.3	1.4	484.4	192	2	Path Forward: Improved Below Target
Lowest Performing	456.8	463.6	6.8	461.9	24	4	Path Forward: Exceeded Target
High Needs	478.1	479.7	1.6	480.8	155	2	Path Forward: Improved Below Target
English Learners and Former English Learners	474.7	478.7	4.0	478.2	82	3	Path Forward: Met Target
Low Income	477.9	479.3	1.4	480.7	139	2	Path Forward: Improved Below Target
Students with Disabilities	466.0	467.8	1.8	469.4	43	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	478.2	480.6	2.4	480.8	106	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	484.7	485.7	1.0	487.5	67	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	485.4	483.8	-1.6	489.0	53	0	Path Forward: Declined
Lowest Performing	-	-	-	-	8	-	-
High Needs	482.9	478.8	-4.1	486.7	42	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	482.3	478.4	-3.9	486.3	39	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	479.2	477.8	-1.4	482.8	30	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	16	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.8	121	3	Typical Growth - High
Lowest Performing	53.5	24	3	Typical Growth - High
High Needs	55.5	95	3	Typical Growth - High
English Learners and Former English Learners	57.4	53	3	Typical Growth - High
Low Income	53.8	87	3	Typical Growth - High
Students with Disabilities	46.8	30	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	2	-	-
Black or African American	-	5	-	-
Hispanic or Latino	59.6	65	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.8	40	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	53.1	122	3	Typical Growth - High
Lowest Performing	49.7	24	2	Typical Growth - Low
High Needs	50.7	96	3	Typical Growth - High
English Learners and Former English Learners	53.6	53	3	Typical Growth - High
Low Income	49.0	88	2	Typical Growth - Low
Students with Disabilities	43.7	31	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	2	-	-
Black or African American	-	5	-	-
Hispanic or Latino	52.1	65	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.7	41	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	43.3	59.8	16.5	47.3	107	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	43.3	59.8	16.5	47.3	107	4	Exceeded Target
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	22.6	19.9	-2.7	21.1	346	4	Exceeded Target
Lowest Performing	28.6	29.2	0.6	24.0	24	0	Declined
High Needs	24.8	23.3	-1.5	22.4	279	2	Improved Below Target
English Learners and Former English Learners	24.3	20.3	-4.0	20.8	143	3	Met Target
Low Income	25.6	23.7	-1.9	22.4	257	2	Improved Below Target
Students with Disabilities	27.8	25.4	-2.4	24.2	67	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	22.5	16.8	-5.7	18.3	185	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	22.2	27.4	5.2	20.4	124	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	199	199	100	Yes	1	199	199	100	Yes	1	54	54	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	160	160	160	160	43	43	363	363	100	Yes	1
English Learners and Former English Learners	85	85	85	85	24	24	194	194	100	Yes	1
Low Income	143	143	143	143	40	40	326	326	100	Yes	1
Students with Disabilities	42	42	43	43	13	13	98	98	100	Yes	1
American Indian or Alaska Native	2	2	2	2	0	0	4	-	-	-	-
Asian	3	3	3	3	1	1	7	-	-	-	-
Black or African American	7	7	7	7	3	3	17	-	-	-	-
Hispanic or Latino	107	107	107	107	31	31	245	245	100	Yes	1
Multi-Race, Not Hispanic or Latino	7	7	7	7	3	3	17	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	70	70	70	70	16	16	156	156	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