Massachusetts School and District Profiles

Wood Hill Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Wood Hill Middle School

Organization Information

DISTRICT NAME
Andover (00090000)

TITLE I STATUS
Title I School

SCHOOL
Wood Hill Middle School (00090350)

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
74% - Substantial progress toward targets	85

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	84%	66%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	74%
	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	-	2	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	22.5	4	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	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	0	4	10.0
Weighted total		8.8	10.3	-	3.6	7.6	-
Percentage of possible points		85%		-	47%		-
2026 Annual criterion-referenced target percentage		66%

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	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	5	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		9.5	10.3	-	5.8	7.6	-
Percentage of possible points		92%		-	76%		-
2025 Annual criterion-referenced target percentage		84%

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	11%	75%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	49%
	Moderate 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	3	4	-
	Mathematics achievement	3	4	-
	Science achievement	4	4	-
	Achievement total	10	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	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	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		7.7	10.3	-
Percentage of possible points		75%		-
2026 Annual criterion-referenced target percentage		75%

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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		1.1	10.3	-
Percentage of possible points		11%		-
2025 Annual criterion-referenced target percentage		11%

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	510.0	506.0	-4.0	511.4	327	3	Path Forward: Met Target
Lowest Performing	475.3	477.0	1.7	480.2	51	2	Recovery Path: Improved Below Target
High Needs	484.2	486.9	2.7	486.5	122	3	Path Forward: Met Target
English Learners and Former English Learners	485.9	486.7	0.8	489.4	40	2	Recovery Path: Improved Below Target
Low Income	480.8	489.4	8.6	482.9	59	4	Path Forward: Exceeded Target
Students with Disabilities	475.3	475.9	0.6	477.7	69	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	517.9	515.5	-2.4	520.0	97	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	487.8	488.7	0.9	491.2	58	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	512.7	506.8	-5.9	514.2	146	3	Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	511.0	510.6	-0.4	512.5	327	4	Path Forward: Exceeded Target
Lowest Performing	479.1	479.6	0.5	482.5	51	2	Recovery Path: Improved Below Target
High Needs	491.2	493.4	2.2	493.7	121	3	Path Forward: Met Target
English Learners and Former English Learners	495.6	499.9	4.3	498.8	40	4	Recovery Path: Exceeded Target
Low Income	485.7	491.1	5.4	488.1	58	4	Path Forward: Exceeded Target
Students with Disabilities	481.4	480.4	-1.0	484.6	69	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	524.3	526.6	2.3	527.3	97	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	488.7	492.2	3.5	491.6	57	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	509.8	508.1	-1.7	511.5	147	3	Path Forward: 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	512.8	511.9	-0.9	515.0	99	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	21	-	-
High Needs	489.1	495.5	6.4	492.6	35	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	524.4	520.5	-3.9	526.6	31	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.5	514.6	3.1	513.7	45	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.0	315	2	Typical Growth - Low
Lowest Performing	46.8	51	2	Typical Growth - Low
High Needs	45.0	114	2	Typical Growth - Low
English Learners and Former English Learners	43.9	39	2	Typical Growth - Low
Low Income	44.5	55	2	Typical Growth - Low
Students with Disabilities	47.2	62	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	49.1	95	2	Typical Growth - Low
Black or African American	-	13	-	-
Hispanic or Latino	45.7	54	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	45.6	140	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.2	316	3	Typical Growth - High
Lowest Performing	49.0	51	2	Typical Growth - Low
High Needs	49.7	114	2	Typical Growth - Low
English Learners and Former English Learners	52.6	39	3	Typical Growth - High
Low Income	45.7	55	2	Typical Growth - Low
Students with Disabilities	49.6	63	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	58.8	95	3	Typical Growth - High
Black or African American	-	13	-	-
Hispanic or Latino	50.9	54	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	49.8	141	2	Typical Growth - Low

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	8.9	8.6	-0.3	7.8	338	2	Improved Below Target
Lowest Performing	11.3	13.7	2.4	8.0	51	0	Declined
High Needs	13.5	16.4	2.9	11.4	128	0	Declined
English Learners and Former English Learners	17.1	7.0	-10.1	14.1	43	4	Exceeded Target
Low Income	24.5	22.6	-1.9	20.2	62	2	Improved Below Target
Students with Disabilities	13.6	21.4	7.8	11.1	70	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	7.8	5.9	-1.9	5.7	101	4	Exceeded Target
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	18.0	15.5	-2.5	13.8	58	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	6.1	8.6	2.5	4.9	152	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	333	333	100	Yes	1	334	333	100	Yes	1	102	102	100	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	125	125	125	124	36	36	286	285	100	Yes	1
English Learners and Former English Learners	43	43	43	43	13	13	99	99	100	Yes	1
Low Income	60	60	60	59	17	17	137	136	99	Yes	1
Students with Disabilities	69	69	69	69	20	20	158	158	100	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	99	99	99	99	32	32	230	230	100	Yes	1
Black or African American	14	14	14	14	4	4	32	-	-	-	-
Hispanic or Latino	59	59	59	58	17	17	135	134	99	Yes	1
Multi-Race, Not Hispanic or Latino	11	11	11	11	2	2	24	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	148	148	149	149	46	46	343	343	100	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