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Francis Wyman Elementary
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2025 Official Accountability Report - Francis Wyman Elementary
Organization Information
DISTRICT NAME
Burlington (00480000)		TITLE I STATUS
Title I School
SCHOOL
Francis Wyman Elementary (00480035)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
27% - Moderate progress toward targets49

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage32%24%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		27%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-04-
Mathematics achievement04-24-
Science achievement24----
Achievement total21260.02867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-24-
Growth total4820.03822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total1410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.19.6-2.07.6-
Percentage of possible points 22%-26%-
2025 Annual criterion-referenced target percentage24%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-24-
Mathematics achievement04-24-
Science achievement04----
Achievement total01260.04867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total4410.0---
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total1.69.6-3.67.6-
Percentage of possible points 17%-47%-
2024 Annual criterion-referenced target percentage32%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
24

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage37%7%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		19%
Limited or no progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth14-
Mathematics growth24-
Growth total3822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total0.710.3-
Percentage of possible points 7%-
2025 Annual criterion-referenced target percentage7%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement04-
Science achievement24-
Achievement total41267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total3.810.3-
Percentage of possible points 37%-
2024 Annual criterion-referenced target percentage37%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 497.8 496.2 -1.6 500.8 2540Recovery Path: Declined
Lowest Performing 476.9 473.8 -3.1 482.0 430Path Forward: Declined
High Needs 484.6 480.1 -4.5 487.4 1060Recovery Path: Declined
English Learners and Former English Learners 479.8 477.2 -2.6 482.2 390Recovery Path: Declined
Low Income 482.2 477.2 -5.0 485.1 650Recovery Path: Declined
Students with Disabilities 480.2 472.4 -7.8 482.4 540Recovery Path: Declined
American Indian or Alaska Native-------
Asian 503.7 503.7 0.0 506.6 363Recovery Path: Met Target
Black or African American 488.8 483.0 -5.8 491.4 200Recovery Path: Declined
Hispanic or Latino 481.8 477.3 -4.5 483.7 270Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 499.6 498.3 -1.3 500.6 1580Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 502.8 500.4 -2.4 504.9 2570Path Forward: Declined
Lowest Performing 475.4 475.5 0.1 480.5 432Path Forward: Improved Below Target
High Needs 487.7 485.2 -2.5 489.5 1070Recovery Path: Declined
English Learners and Former English Learners 483.0 486.7 3.7 484.6 394Recovery Path: Exceeded Target
Low Income 484.5 480.1 -4.4 486.6 650Recovery Path: Declined
Students with Disabilities 481.8 476.3 -5.5 485.1 550Path Forward: Declined
American Indian or Alaska Native-------
Asian 508.3 510.9 2.6 512.0 364Path Forward: Exceeded Target
Black or African American 493.5 485.5 -8.0 495.9 200Recovery Path: Declined
Hispanic or Latino 488.1 482.6 -5.5 490.9 270Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 504.6 501.7 -2.9 506.7 1610Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 497.9 498.3 0.4 500.6 782Path Forward: Improved Below Target
Lowest Performing---- 17--
High Needs 481.7 480.4 -1.3 485.1 290Path Forward: Declined
English Learners and Former English Learners---- 8--
Low Income---- 15--
Students with Disabilities---- 16--
American Indian or Alaska Native-------
Asian---- 12--
Black or African American---- 4--
Hispanic or Latino---- 7--
Multi-Race, Not Hispanic or Latino---- 3--
Native Hawaiian or Other Pacific Islander-------
White 502.5 499.5 -3.0 505.5 520Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 41.7 1582Typical Growth - Low
Lowest Performing 34.4 431Low Growth
High Needs 33.1 631Low Growth
English Learners and Former English Learners- 17--
Low Income 33.3 351Low Growth
Students with Disabilities 28.0 340Very Low Growth
American Indian or Alaska Native----
Asian 46.8 212Typical Growth - Low
Black or African American- 11--
Hispanic or Latino- 13--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 42.3 1082Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 44.5 1632Typical Growth - Low
Lowest Performing 45.9 432Typical Growth - Low
High Needs 45.5 662Typical Growth - Low
English Learners and Former English Learners- 19--
Low Income 46.3 382Typical Growth - Low
Students with Disabilities 37.7 351Low Growth
American Indian or Alaska Native----
Asian 58.1 233Typical Growth - High
Black or African American- 11--
Hispanic or Latino- 14--
Multi-Race, Not Hispanic or Latino- 5--
Native Hawaiian or Other Pacific Islander----
White 44.7 1102Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 46.2 44.2 -2.0 50.2 521No Change
Lowest Performing-------
High Needs-------
English Learners and Former English Learners 46.2 44.2 -2.0 50.2 521No Change
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 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 9.0 12.3 3.3 7.7 4570Declined
Lowest Performing 15.9 23.3 7.4 12.4 430Declined
High Needs 14.2 20.9 6.7 11.6 1870Declined
English Learners and Former English Learners 15.2 26.3 11.1 12.2 800Declined
Low Income 15.6 27.4 11.8 11.9 1240Declined
Students with Disabilities 8.8 18.7 9.9 5.5 750Declined
American Indian or Alaska Native-------
Asian 13.5 19.2 5.7 10.6 730Declined
Black or African American 10.4 8.7 -1.7 6.9 462Improved Below Target
Hispanic or Latino 25.0 30.4 5.4 21.3 560Declined
Multi-Race, Not Hispanic or Latino---- 23--
Native Hawaiian or Other Pacific Islander-------
White 6.1 7.7 1.6 4.7 2590Declined

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 266 26198Yes 1 265 26399Yes 1 81 8099Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 112 111 111 111 30 30 253 252100Yes1
English Learners and Former English Learners 43 43 42 42 9 9 94 94100Yes1
Low Income 70 70 69 69 16 16 155 155100Yes1
Students with Disabilities 56 55 55 55 17 17 128 12799Yes1
American Indian or Alaska Native-----------
Asian 36 36 36 36 12 12 84 84100Yes1
Black or African American 21 21 21 21 4 4 46 46100Yes1
Hispanic or Latino 32 32 31 31 8 8 71 71100Yes1
Multi-Race, Not Hispanic or Latino 13 13 13 13 3 3 29----
Native Hawaiian or Other Pacific Islander-----------
White 164 159 164 162 54 53 382 37498Yes1


About this report

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.


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