Massachusetts School and District Profiles

Wayland Middle School
Districts Schools
Select an Org
View Previous Year
2022
View Next Year
print page

2022 Official Accountability Report - Wayland Middle School
Organization Information
DISTRICT NAME
Wayland (03150000)		TITLE I STATUS
Non-Title I School
SCHOOL
Wayland Middle School (03150305)		GRADES SERVED
06,07,08
REGION
Coastal		FEDERAL DESIGNATION
-
Accountability information
Due to the COVID-19 pandemic, most districts and schools did not receive an accountability determination in 2022
School accountability percentile
97

Student group percentile

Group2022 percentile
High needs 88
Low income 73
English learner (EL) and Former EL 92
Students with disabilities 93
American Indian or Alaskan Native -
Asian 95
African American/Black 56
Hispanic or Latino 99
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 96

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 516.6 510.9 595
High needs 495.7 495.4 195
Low income 492.2 495.2 73
EL and Former EL 500.2 504.4 48
Students w/ disabilities 493.1 486.7 120
Amer. Ind. or Alaska Nat.---
Asian 523.5 520.7 92
Afr. Amer./Black 485.8 489.8 39
Hispanic/Latino 513.5 507.0 30
Multi-race, Non-Hisp./Lat. 521.7 515.8 41
Nat. Haw. or Pacif. Isl.-- 2
White 517.5 510.6 391

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 516.7 513.3 590
High needs 497.2 497.8 193
Low income 491.2 495.2 72
EL and Former EL 508.7 506.3 48
Students w/ disabilities 494.2 490.9 119
Amer. Ind. or Alaska Nat.---
Asian 529.9 529.2 91
Afr. Amer./Black 483.7 489.5 39
Hispanic/Latino 505.8 506.9 29
Multi-race, Non-Hisp./Lat. 524.6 520.7 41
Nat. Haw. or Pacif. Isl.-- 2
White 516.3 511.8 388

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 519.1 511.2 191
High needs 498.9 494.6 60
Low income- 492.4 28
EL and Former EL-- 10
Students w/ disabilities 497.8 488.5 39
Amer. Ind. or Alaska Nat.---
Asian 525.3 521.2 29
Afr. Amer./Black-- 12
Hispanic/Latino-- 12
Multi-race, Non-Hisp./Lat.-- 16
Nat. Haw. or Pacif. Isl.-- 1
White 520.6 510.7 121

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 56.1 59.6 556
High needs 50.4 50.3 176
Low income 48.3 48.1 65
EL and Former EL 56.6 60.2 44
Students w/ disabilities 49.1 44.7 108
Amer. Ind. or Alaska Nat.---
Asian 62.2 66.6 89
Afr. Amer./Black 39.3 52.0 37
Hispanic/Latino 62.8 57.8 28
Multi-race, Non-Hisp./Lat. 58.7 61.0 37
Nat. Haw. or Pacif. Isl.-- 2
White 55.5 58.8 363

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 52.1 59.8 551
High needs 50.5 53.0 175
Low income 45.5 50.0 65
EL and Former EL 56.0 57.9 44
Students w/ disabilities 50.8 50.1 107
Amer. Ind. or Alaska Nat.---
Asian 61.0 67.2 88
Afr. Amer./Black 38.1 57.0 37
Hispanic/Latino 48.4 67.2 26
Multi-race, Non-Hisp./Lat. 58.8 61.2 37
Nat. Haw. or Pacif. Isl.-- 2
White 50.9 57.7 361

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students-- 10
High needs---
Low income---
EL and Former EL-- 10
Students w/ disabilities---
Amer. Ind. or Alaska Nat.---
Asian---
Afr. Amer./Black---
Hispanic/Latino---
Multi-race, Non-Hisp./Lat.---
Nat. Haw. or Pacif. Isl.---
White---

Chronic absenteeism - Non-high school
Group 2019 Rate (% of students missing 10% of days) 2022 Rate (% of students missing 20% of days) N
All Students 3.1 1.3 604
High needs 6.7 3.1 194
Low income 8.9 3.9 76
EL and Former EL 6.5 3.9 51
Students w/ disabilities 7.0 2.6 116
Amer. Ind. or Alaska Nat.---
Asian 1.8 0.0 93
Afr. Amer./Black 7.1 4.9 41
Hispanic/Latino 7.7 0.0 30
Multi-race, Non-Hisp./Lat. 5.0 2.4 41
Nat. Haw. or Pacif. Isl.-- 2
White 2.7 1.3 397

*The 2022 accountability calculations include the percentage of students missing 10% or more of their days in membership in 2019, and the percentage of students missing 20% or more of their days in membership in 2022.



Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Enrolled Assessed % Enrolled Assessed %
All Students 601 599100 599 59399 197 19197

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 198 198 196 195 60 60 454 453100
Low income 75 75 74 74 28 28 177 177100
EL and Former EL 50 50 49 49 10- 109 109100
Students w/ disabilities 122 122 121 120 39 39 282 281100
Amer. Ind. or Alaska Nat.---------
Asian 93 93 93 92 30 29 216 21499
Afr. Amer./Black 40 40 39 39 12- 91 91100
Hispanic/Latino 30 30 30 29 13- 73 7197
Multi-race, Non-Hisp./Lat. 41 41 41 41 16- 98 98100
Nat. Haw. or Pacif. Isl. 2- 2- 1- 5--
White 395 393 394 390 125 121 914 90499


About this Report

Accountability information: Most districts and schools did not receive an overall accountability determination in 2022. However, school accountability reports may contain additional performance information if the school has been designated underperforming or chronically underperforming, or if they have one or more low performing student groups, a low graduation rate, or low assessment participation. District accountability reports may contain additional information if the district has been designated chronically underperforming or if the district has low assessment participation.

School 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.

Low income and economically disadvantaged students: Beginning in fall 2021, DESE no longer reports data for the economically disadvantaged student group and instead reports data for a newly defined low income student group. Unlike the economically disadvantaged group or the former low income group used prior to 2015, the new group includes a broader range of disadvantaged students who are identified through one of three different sources:

1. Students who participate in one or more of the following state-administered assistance programs: the Supplemental Nutrition Assistance Program (SNAP); Transitional Assistance for Families with Dependent Children (TAFDC); the Department of Children and Families' (DCF) foster care program; and MassHealth (Medicaid);

2. Students who are homeless, as reported to DESE by districts via the Homeless and Foster Care data collection tool; or

3. Students who are identified as low income through the Supplemental Low Income Data Collection, as reported to DESE by districts via the Student Information Management System (SIMS).

This change also impacts the membership of the high needs student group, which is an unduplicated count of all students in a school or district belonging to the students with disabilities, English Learner (EL) and former EL, and/or low income students groups.
In the 2022 accountability results, the 2022 data for accountability indicators includes students who meet the new definition of low income. Earlier data for accountability indicators includes who students who were previously identified as economically disadvantaged.


Resources
Interpretive Materials Interpretive Materials
Glossary Glossary of 2022 Accountability Terms

School and District Profiles