Massachusetts School and District Profiles

Weston Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Weston Middle

Organization Information

DISTRICT NAME
Weston (03300000)

TITLE I STATUS
Title I School

SCHOOL
Weston Middle (03300305)

GRADES SERVED
06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
84% - Meeting or exceeding targets	94

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	88%	82%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	84%
	Meeting or exceeding 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	-	3	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		9.5	10.3	-	5.4	7.6	-
Percentage of possible points		92%		-	71%		-
2026 Annual criterion-referenced target percentage		82%

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	4	4	-	4	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	22.5	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		9.5	10.3	-	6.3	7.6	-
Percentage of possible points		92%		-	83%		-
2025 Annual criterion-referenced target percentage		88%

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	79%	70%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	73%
	Substantial 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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	3	4	-
	Achievement total	9	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		7.2	10.3	-
Percentage of possible points		70%		-
2026 Annual criterion-referenced target percentage		70%

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	3	4	-
	Mathematics achievement	4	4	-
	Science achievement	3	4	-
	Achievement total	10	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		8.1	10.3	-
Percentage of possible points		79%		-
2025 Annual criterion-referenced target percentage		79%

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	514.4	516.5	2.1	518.6	432	4	Recovery Path: Exceeded Target
Lowest Performing	484.2	488.1	3.9	489.3	62	3	Path Forward: Met Target
High Needs	500.3	499.5	-0.8	502.7	136	3	Recovery Path: Met Target
English Learners and Former English Learners	503.3	502.3	-1.0	506.9	46	3	Recovery Path: Met Target
Low Income	498.9	504.5	5.6	501.0	43	4	Path Forward: Exceeded Target
Students with Disabilities	493.3	492.9	-0.4	495.7	71	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	516.9	520.1	3.2	519.6	119	4	Recovery Path: Exceeded Target
Black or African American	493.2	495.9	2.7	496.0	28	3	Recovery Path: Met Target
Hispanic or Latino	509.4	509.0	-0.4	511.0	26	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	516.9	512.8	-4.1	520.4	22	4	Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	516.0	518.5	2.5	519.3	236	4	Recovery Path: 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	514.9	516.4	1.5	516.7	434	4	Recovery Path: Exceeded Target
Lowest Performing	488.2	489.5	1.3	492.6	62	3	Recovery Path: Met Target
High Needs	503.6	504.2	0.6	505.6	138	3	Recovery Path: Met Target
English Learners and Former English Learners	517.1	517.9	0.8	519.3	47	4	Recovery Path: Exceeded Target
Low Income	500.3	505.7	5.4	501.9	43	4	Recovery Path: Exceeded Target
Students with Disabilities	493.4	494.7	1.3	495.7	72	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	527.2	528.4	1.2	529.4	118	4	Recovery Path: Exceeded Target
Black or African American	492.0	489.4	-2.6	495.3	28	0	Recovery Path: Declined
Hispanic or Latino	505.9	507.8	1.9	508.1	26	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	520.1	517.6	-2.5	522.4	22	4	Recovery Path: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	512.2	514.7	2.5	513.6	239	4	Recovery Path: 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	512.3	518.1	5.8	514.5	136	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	34	-	-
High Needs	505.3	505.7	0.4	508.8	49	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	498.3	501.7	3.4	502.5	27	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	517.0	524.5	7.5	518.9	47	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.1	518.5	7.4	513.3	65	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.4	404	3	Typical Growth - High
Lowest Performing	57.6	62	3	Typical Growth - High
High Needs	52.7	125	3	Typical Growth - High
English Learners and Former English Learners	54.2	41	3	Typical Growth - High
Low Income	54.2	34	3	Typical Growth - High
Students with Disabilities	52.5	71	3	Typical Growth - High
American Indian or Alaska Native	-	0	-	-
Asian	60.8	100	4	Exceeded Typical Growth
Black or African American	54.3	28	3	Typical Growth - High
Hispanic or Latino	54.2	25	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	51.0	22	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	57.3	229	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.2	409	3	Typical Growth - High
Lowest Performing	55.5	62	3	Typical Growth - High
High Needs	49.8	128	2	Typical Growth - Low
English Learners and Former English Learners	52.1	43	3	Typical Growth - High
Low Income	48.8	34	2	Typical Growth - Low
Students with Disabilities	53.5	72	3	Typical Growth - High
American Indian or Alaska Native	-	0	-	-
Asian	53.1	101	3	Typical Growth - High
Black or African American	42.7	28	2	Typical Growth - Low
Hispanic or Latino	50.2	26	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	50.2	22	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.8	232	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	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
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	9.5	10.5	1.0	8.4	458	0	Declined
Lowest Performing	16.9	22.6	5.7	13.6	62	0	Declined
High Needs	12.1	16.0	3.9	10.0	150	0	Declined
English Learners and Former English Learners	5.2	5.2	0.0	2.2	58	4	Exceeded Target
Low Income	18.4	24.5	6.1	14.1	49	0	Declined
Students with Disabilities	12.2	18.1	5.9	9.7	72	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	4.7	7.6	2.9	2.6	131	3	Met Target
Black or African American	20.7	34.5	13.8	17.7	29	0	Declined
Hispanic or Latino	14.7	11.5	-3.2	10.5	26	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	15.4	9.1	-6.3	14.3	22	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.5	9.2	-0.3	8.3	249	2	Improved Below 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	450	448	100	Yes	1	452	450	100	Yes	1	142	142	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	149	148	151	150	54	54	354	352	99	Yes	1
English Learners and Former English Learners	58	57	58	58	22	22	138	137	99	Yes	1
Low Income	49	49	49	49	18	18	116	116	100	Yes	1
Students with Disabilities	71	71	73	72	27	27	171	170	99	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	130	129	129	128	52	52	311	309	99	Yes	1
Black or African American	29	29	29	29	11	11	69	69	100	Yes	1
Hispanic or Latino	26	26	26	26	10	10	62	62	100	Yes	1
Multi-Race, Not Hispanic or Latino	23	23	23	23	3	3	49	49	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	241	240	244	243	66	66	551	549	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