Massachusetts School and District Profiles

Weston High

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Weston High

Organization Information

DISTRICT NAME
Weston (03300000)

TITLE I STATUS
Title I School

SCHOOL
Weston High (03300505)

GRADES SERVED
09,10,11,12

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	93

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	66%	62%
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 (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	0	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	0	4	-
	Achievement total	12	12	47.5	3	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	11	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	3	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	7	8	10.0	3	4	10.0
Weighted total		9.7	10.7	-	3.5	10.3	-
Percentage of possible points		91%		-	34%		-
2026 Annual criterion-referenced target percentage		62%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (High school grades)			Lowest Performing Students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	0	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	0	4	-
	Achievement total	12	12	47.5	3	12	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	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	12	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	7	8	10.0	4	4	10.0
Weighted total		10.2	10.7	-	3.8	10.3	-
Percentage of possible points		95%		-	37%		-
2025 Annual criterion-referenced target percentage		66%

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	71%	51%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	59%
	Substantial progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	3	4	-
	Science achievement	0	4	-
	Achievement total	3	12	47.5
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	4	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	12	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	4	8	10.0
Weighted total		5.4	10.7	-
Percentage of possible points		51%		-
2026 Annual criterion-referenced target percentage		51%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (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	47.5
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	0	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	8	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	4	8	10.0
Weighted total		7.6	10.7	-
Percentage of possible points		71%		-
2025 Annual criterion-referenced target percentage		71%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	520.3	519.3	-1.0	521.3	145	4	Path Forward: Exceeded Target
Lowest Performing	495.5	492.0	-3.5	499.1	29	0	Path Forward: Declined
High Needs	504.2	498.2	-6.0	506.1	38	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	10	-	-
Students with Disabilities	494.4	494.0	-0.4	496.3	28	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	525.6	527.1	1.5	529.0	36	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	519.9	516.5	-3.4	521.2	81	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	522.3	520.7	-1.6	523.4	146	4	Path Forward: Exceeded Target
Lowest Performing	497.5	495.1	-2.4	500.8	29	3	Path Forward: Met Target
High Needs	510.0	501.3	-8.7	512.7	38	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	10	-	-
Students with Disabilities	494.1	494.1	0.0	496.6	28	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	535.7	535.3	-0.4	539.1	37	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	517.7	515.4	-2.3	518.8	81	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	518.2	514.7	-3.5	520.9	140	4	Recovery Path: Exceeded Target
Lowest Performing	491.6	485.8	-5.8	494.2	29	0	Path Forward: Declined
High Needs	504.5	492.1	-12.4	506.8	36	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	10	-	-
Students with Disabilities	491.0	489.3	-1.7	493.5	29	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	527.9	530.7	2.8	530.0	32	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	515.6	511.9	-3.7	518.6	81	3	Recovery Path: Met Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.8	129	2	Typical Growth - Low
Lowest Performing	49.2	29	2	Typical Growth - Low
High Needs	44.9	37	2	Typical Growth - Low
English Learners and Former English Learners	-	4	-	-
Low Income	-	10	-	-
Students with Disabilities	40.0	28	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	51.0	27	3	Typical Growth - High
Black or African American	-	10	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.1	75	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.3	130	3	Typical Growth - High
Lowest Performing	57.2	29	3	Typical Growth - High
High Needs	50.7	37	3	Typical Growth - High
English Learners and Former English Learners	-	4	-	-
Low Income	-	10	-	-
Students with Disabilities	44.9	28	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	59.5	28	3	Typical Growth - High
Black or African American	-	10	-	-
Hispanic or Latino	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.2	75	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.2	98.2	2.0	95.0	171	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	94.1	96.4	2.3	95.0	55	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	24	-	-
Students with Disabilities	97.6	100.0	2.4	95.0	39	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	93.9	97.1	3.2	95.0	34	4	Exceeded Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	97.0	98.0	1.0	95.0	99	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.4	98.1	-1.3	95.0	159	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	100.0	100.0	0.0	95.0	51	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	11	-	-
Students with Disabilities	100.0	100.0	0.0	95.0	42	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	100.0	97.0	-3.0	95.0	33	4	Exceeded Target
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.0	99.0	0.0	95.0	101	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.0	0.2	0.2	1.0	658	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.0	0.0	0.0	1.0	192	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	-	-	-	-	57	-	-
Students with Disabilities	0.0	0.0	0.0	1.0	130	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	0.0	0.0	0.0	1.0	164	4	Exceeded Target
Black or African American	-	-	-	-	36	-	-
Hispanic or Latino	-	-	-	-	45	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	49	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.0	0.0	0.0	1.0	364	4	Exceeded Target

Progress toward attaining English language proficiency - 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 - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	9.9	11.0	1.1	8.8	657	3	Met Target
Lowest Performing	5.7	10.3	4.6	1.7	29	3	Met Target
High Needs	14.6	17.8	3.2	11.5	197	0	Declined
English Learners and Former English Learners	-	-	-	-	49	-	-
Low Income	-	-	-	-	62	-	-
Students with Disabilities	14.4	17.9	3.5	10.5	117	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	13.2	9.5	-3.7	11.3	190	4	Exceeded Target
Black or African American	-	-	-	-	27	-	-
Hispanic or Latino	-	-	-	-	43	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	49	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	7.1	10.1	3.0	5.7	347	3	Met Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	96.1	99.1	3.0	95.0	341	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	89.5	97.0	7.5	95.0	99	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	-	-	-	-	31	-	-
Students with Disabilities	83.3	94.8	11.5	91.0	58	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	98.7	99.0	0.3	95.0	97	4	Exceeded Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	-	-	-	-	24	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	29	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	95.4	98.9	3.5	95.0	180	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	154	148	96	Yes	1	154	149	97	Yes	1	154	149	97	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	41	38	41	38	41	39	123	115	96	Yes	2
English Learners and Former English Learners	5	5	5	5	5	5	15	-	-	-	-
Low Income	12	10	12	10	12	11	36	-	-	-	-
Students with Disabilities	31	28	31	28	31	29	93	85	95	Yes	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	38	36	38	37	38	36	114	109	96	Yes	1
Black or African American	10	10	10	10	10	10	30	-	-	-	-
Hispanic or Latino	9	8	9	8	9	8	27	-	-	-	-
Multi-Race, Not Hispanic or Latino	11	11	11	11	11	11	33	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	86	83	86	83	86	84	258	250	97	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