Massachusetts School and District Profiles

Wayland Middle School

Districts
Schools

2026

Accountability Report

2026 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

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
89% - Meeting or exceeding targets	97

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	92%	87%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	89%
	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	-	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	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		9.8	10.3	-	6.0	7.6	-
Percentage of possible points		95%		-	79%		-
2026 Annual criterion-referenced target percentage		87%

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	-	4	4	-
	Mathematics growth	3	4	-	3	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		9.9	10.3	-	6.7	7.6	-
Percentage of possible points		96%		-	88%		-
2025 Annual criterion-referenced target percentage		92%

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	76%	81%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	79%
	Meeting or exceeding 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	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		8.3	10.3	-
Percentage of possible points		81%		-
2026 Annual criterion-referenced target percentage		81%

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	3	4	-
	Science achievement	3	4	-
	Achievement total	9	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		7.8	10.3	-
Percentage of possible points		76%		-
2025 Annual criterion-referenced target percentage		76%

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	512.6	-1.8	517.3	653	4	Recovery Path: Exceeded Target
Lowest Performing	485.3	488.5	3.2	490.0	106	3	Recovery Path: Met Target
High Needs	497.0	495.8	-1.2	499.3	204	3	Path Forward: Met Target
English Learners and Former English Learners	499.8	496.0	-3.8	502.2	51	3	Path Forward: Met Target
Low Income	495.9	491.6	-4.3	498.0	68	0	Path Forward: Declined
Students with Disabilities	493.0	492.3	-0.7	495.4	132	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	526.7	525.5	-1.2	528.8	84	4	Path Forward: Exceeded Target
Black or African American	494.7	493.4	-1.3	496.9	24	0	Path Forward: Declined
Hispanic or Latino	510.8	503.8	-7.0	514.1	59	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	509.7	506.7	-3.0	512.7	50	3	Recovery Path: Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	514.1	513.0	-1.1	516.4	435	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	517.0	518.0	1.0	518.5	653	4	Path Forward: Exceeded Target
Lowest Performing	490.7	495.3	4.6	495.8	106	3	Path Forward: Met Target
High Needs	500.6	503.9	3.3	503.1	202	4	Path Forward: Exceeded Target
English Learners and Former English Learners	508.5	510.2	1.7	511.5	51	3	Path Forward: Met Target
Low Income	495.6	498.2	2.6	498.0	66	3	Path Forward: Met Target
Students with Disabilities	495.3	499.6	4.3	498.5	131	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	533.2	537.5	4.3	536.2	84	4	Path Forward: Exceeded Target
Black or African American	492.8	500.3	7.5	495.8	24	4	Path Forward: Exceeded Target
Hispanic or Latino	516.2	509.9	-6.3	519.1	59	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	514.6	511.9	-2.7	516.1	50	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	515.9	517.0	1.1	517.6	435	4	Path Forward: 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	520.3	515.8	-4.5	522.5	251	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	58	-	-
High Needs	500.6	503.6	3.0	504.1	76	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	-	-	-	-	25	-	-
Students with Disabilities	497.4	503.5	6.1	501.6	46	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	533.5	523.6	-9.9	535.7	36	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	518.8	517.6	-1.2	521.3	166	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.3	640	3	Typical Growth - High
Lowest Performing	54.9	106	3	Typical Growth - High
High Needs	53.9	198	3	Typical Growth - High
English Learners and Former English Learners	53.6	49	3	Typical Growth - High
Low Income	52.9	65	3	Typical Growth - High
Students with Disabilities	52.4	131	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	58.8	83	3	Typical Growth - High
Black or African American	58.4	22	3	Typical Growth - High
Hispanic or Latino	54.4	56	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	55.7	50	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	56.1	428	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.9	641	3	Typical Growth - High
Lowest Performing	61.3	106	4	Exceeded Typical Growth
High Needs	56.7	196	3	Typical Growth - High
English Learners and Former English Learners	62.0	50	4	Exceeded Typical Growth
Low Income	56.1	63	3	Typical Growth - High
Students with Disabilities	55.5	129	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	68.8	84	4	Exceeded Typical Growth
Black or African American	58.9	22	3	Typical Growth - High
Hispanic or Latino	58.9	57	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	55.2	50	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	57.4	427	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	6.7	6.6	-0.1	5.6	666	3	Met Target
Lowest Performing	8.0	3.8	-4.2	4.7	106	4	Exceeded Target
High Needs	12.9	11.8	-1.1	10.8	203	2	Improved Below Target
English Learners and Former English Learners	11.8	3.9	-7.9	8.8	51	4	Exceeded Target
Low Income	25.4	21.4	-4.0	21.1	70	3	Met Target
Students with Disabilities	11.8	10.9	-0.9	9.3	128	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	4.9	4.8	-0.1	2.8	84	4	Exceeded Target
Black or African American	27.6	28.0	0.4	24.6	25	1	No Change
Hispanic or Latino	5.1	6.8	1.7	1.0	59	3	Met Target
Multi-Race, Not Hispanic or Latino	14.3	7.7	-6.6	13.2	52	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	5.0	5.6	0.6	3.8	445	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	664	655	99	Yes	1	664	655	99	Yes	1	256	252	98	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	207	205	207	203	78	76	492	484	98	Yes	1
English Learners and Former English Learners	51	51	51	51	20	20	122	122	100	Yes	1
Low Income	69	69	69	67	25	25	163	161	99	Yes	1
Students with Disabilities	134	132	134	131	48	46	316	309	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	84	84	84	84	36	36	204	204	100	Yes	1
Black or African American	25	25	25	25	11	11	61	61	100	Yes	1
Hispanic or Latino	59	59	59	59	19	19	137	137	100	Yes	1
Multi-Race, Not Hispanic or Latino	51	50	51	50	18	18	120	118	98	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	444	436	444	436	171	167	1,059	1,039	98	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