Massachusetts School and District Profiles

Stony Brook School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Stony Brook School

Organization Information

DISTRICT NAME
Westford (03260000)

TITLE I STATUS
Non-Title I School

SCHOOL
Stony Brook School (03260330)

GRADES SERVED
06,07,08

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
66% - Substantial progress toward targets	86

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	75%	60%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	66%
	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	3	4	-	0	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	10	12	67.5	3	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		8.1	10.3	-	3.2	7.6	-
Percentage of possible points		79%		-	42%		-
2026 Annual criterion-referenced target percentage		60%

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	-	2	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	11	12	67.5	5	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	4	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	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		9.1	10.3	-	4.7	7.6	-
Percentage of possible points		88%		-	62%		-
2025 Annual criterion-referenced target percentage		75%

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	34%	73%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	57%
	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	1	4	-
	Mathematics achievement	4	4	-
	Science achievement	4	4	-
	Achievement total	9	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		7.5	10.3	-
Percentage of possible points		73%		-
2026 Annual criterion-referenced target percentage		73%

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	1	4	-
	Science achievement	0	4	-
	Achievement total	3	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		3.5	10.3	-
Percentage of possible points		34%		-
2025 Annual criterion-referenced target percentage		34%

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	508.9	506.1	-2.8	511.9	531	3	Recovery Path: Met Target
Lowest Performing	480.6	478.0	-2.6	485.7	85	0	Path Forward: Declined
High Needs	490.4	490.3	-0.1	492.7	147	1	Recovery Path: No Change
English Learners and Former English Learners	496.8	496.9	0.1	499.2	34	3	Path Forward: Met Target
Low Income	491.4	495.1	3.7	493.1	51	4	Recovery Path: Exceeded Target
Students with Disabilities	483.0	481.6	-1.4	485.3	90	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	518.9	517.3	-1.6	521.0	152	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	-	-	-	-	21	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.0	501.9	-3.1	508.3	335	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	513.3	512.1	-1.2	515.9	522	4	Recovery Path: Exceeded Target
Lowest Performing	490.3	489.4	-0.9	495.5	85	3	Recovery Path: Met Target
High Needs	496.4	499.2	2.8	498.1	143	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	505.1	507.0	1.9	508.1	33	3	Path Forward: Met Target
Low Income	498.4	501.5	3.1	500.4	51	4	Recovery Path: Exceeded Target
Students with Disabilities	489.1	490.7	1.6	491.4	87	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	525.1	525.0	-0.1	528.1	152	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	-	-	-	-	21	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.7	507.8	-0.9	510.7	327	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	506.9	507.5	0.6	509.1	177	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	43	-	-
High Needs	486.7	491.8	5.1	490.2	42	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	-	-	-	-	19	-	-
Students with Disabilities	482.7	483.7	1.0	486.9	21	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	515.6	513.2	-2.4	517.8	54	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.2	506.4	4.2	504.4	109	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.6	514	3	Typical Growth - High
Lowest Performing	41.6	85	2	Typical Growth - Low
High Needs	46.3	137	2	Typical Growth - Low
English Learners and Former English Learners	56.7	32	3	Typical Growth - High
Low Income	47.3	47	2	Typical Growth - Low
Students with Disabilities	42.5	84	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	60.8	146	4	Exceeded Typical Growth
Black or African American	-	12	-	-
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.3	332	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.7	503	3	Typical Growth - High
Lowest Performing	50.7	85	3	Typical Growth - High
High Needs	51.7	132	3	Typical Growth - High
English Learners and Former English Learners	60.5	31	4	Exceeded Typical Growth
Low Income	47.4	46	2	Typical Growth - Low
Students with Disabilities	50.0	80	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	59.3	146	3	Typical Growth - High
Black or African American	-	12	-	-
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.3	322	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	-	-	-	-	-	-	-
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	8.0	8.9	0.9	6.9	551	0	Declined
Lowest Performing	10.0	10.6	0.6	6.7	85	0	Declined
High Needs	17.9	15.8	-2.1	15.8	152	3	Met Target
English Learners and Former English Learners	9.4	2.9	-6.5	6.4	34	4	Exceeded Target
Low Income	31.4	29.1	-2.3	27.1	55	2	Improved Below Target
Students with Disabilities	14.0	15.2	1.2	11.5	92	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	8.5	9.3	0.8	6.4	161	0	Declined
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.4	8.7	1.3	6.2	344	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	548	537	98	Yes	1	547	528	97	Yes	1	191	181	95	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	155	150	154	146	47	43	356	339	95	Yes	1
English Learners and Former English Learners	35	35	34	34	10	10	79	79	100	Yes	1
Low Income	54	53	54	53	21	20	129	126	98	Yes	1
Students with Disabilities	95	90	95	87	25	21	215	198	95	Yes	2
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	159	156	158	156	58	57	375	369	98	Yes	1
Black or African American	13	13	13	13	5	5	31	-	-	-	-
Hispanic or Latino	23	23	23	23	8	7	54	53	98	Yes	1
Multi-Race, Not Hispanic or Latino	9	9	9	8	3	2	21	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	343	335	343	327	116	109	802	771	96	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