Massachusetts School and District Profiles

Francis Wyman Elementary

Districts
Schools

2026

Accountability Report

2026 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 classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
46% - Moderate progress toward targets	50

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	24%	61%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	46%
	Moderate 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	2	4	-	2	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	6	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	2	4	10.0
Weighted total		5.2	9.6	-	5.2	7.6	-
Percentage of possible points		54%		-	68%		-
2026 Annual criterion-referenced target percentage		61%

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	0	4	-	0	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	2	12	60.0	2	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	3	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		2.1	9.6	-	2.0	7.6	-
Percentage of possible points		22%		-	26%		-
2025 Annual criterion-referenced target percentage		24%

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	7%	42%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	28%
	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	2	4	-
	Mathematics achievement	3	4	-
	Science achievement	0	4	-
	Achievement total	5	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	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		4.3	10.3	-
Percentage of possible points		42%		-
2026 Annual criterion-referenced target percentage		42%

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	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	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		0.7	10.3	-
Percentage of possible points		7%		-
2025 Annual criterion-referenced target percentage		7%

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	496.2	497.2	1.0	499.2	263	2	Recovery Path: Improved Below Target
Lowest Performing	464.3	468.0	3.7	469.4	38	2	Path Forward: Improved Below Target
High Needs	480.1	480.3	0.2	482.9	93	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	477.2	477.1	-0.1	479.6	37	1	Recovery Path: No Change
Low Income	477.2	479.6	2.4	480.1	55	3	Recovery Path: Met Target
Students with Disabilities	472.4	475.1	2.7	474.6	45	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	503.7	501.2	-2.5	506.6	36	0	Recovery Path: Declined
Black or African American	483.0	487.3	4.3	485.6	24	4	Recovery Path: Exceeded Target
Hispanic or Latino	477.3	475.0	-2.3	479.2	26	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.3	500.6	2.3	499.3	160	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	500.4	505.8	5.4	502.5	260	4	Path Forward: Exceeded Target
Lowest Performing	465.1	472.9	7.8	470.2	38	4	Path Forward: Exceeded Target
High Needs	485.2	486.8	1.6	487.0	90	3	Recovery Path: Met Target
English Learners and Former English Learners	486.7	486.7	0.0	488.3	34	1	Recovery Path: No Change
Low Income	480.1	484.1	4.0	482.2	53	4	Recovery Path: Exceeded Target
Students with Disabilities	476.3	480.1	3.8	479.6	45	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	510.9	516.1	5.2	514.6	35	4	Path Forward: Exceeded Target
Black or African American	485.5	489.5	4.0	487.9	24	4	Recovery Path: Exceeded Target
Hispanic or Latino	482.6	481.6	-1.0	485.4	24	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.7	508.2	6.5	503.8	160	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	498.3	491.3	-7.0	501.0	82	0	Path Forward: Declined
Lowest Performing	-	-	-	-	22	-	-
High Needs	480.4	473.5	-6.9	483.8	33	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	21	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.5	491.9	-7.6	502.5	54	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.1	164	2	Typical Growth - Low
Lowest Performing	43.8	38	2	Typical Growth - Low
High Needs	39.8	65	1	Low Growth
English Learners and Former English Learners	40.2	25	2	Typical Growth - Low
Low Income	38.2	38	1	Low Growth
Students with Disabilities	38.6	34	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	39.1	22	1	Low Growth
Black or African American	-	13	-	-
Hispanic or Latino	38.6	20	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	44.2	100	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.3	162	3	Typical Growth - High
Lowest Performing	47.2	38	2	Typical Growth - Low
High Needs	46.7	63	2	Typical Growth - Low
English Learners and Former English Learners	38.9	22	1	Low Growth
Low Income	44.3	35	2	Typical Growth - Low
Students with Disabilities	48.9	35	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	56.2	21	3	Typical Growth - High
Black or African American	-	13	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.0	101	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	44.2	54.0	9.8	48.2	50	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	44.2	54.0	9.8	48.2	50	4	Exceeded Target
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	12.3	11.6	-0.7	11.0	432	2	Improved Below Target
Lowest Performing	22.0	21.1	-0.9	18.5	38	2	Improved Below Target
High Needs	20.9	20.4	-0.5	18.3	167	2	Improved Below Target
English Learners and Former English Learners	26.3	23.6	-2.7	23.3	72	3	Met Target
Low Income	27.4	23.6	-3.8	23.7	106	3	Met Target
Students with Disabilities	18.7	19.4	0.7	15.4	67	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	19.2	15.9	-3.3	16.3	69	3	Met Target
Black or African American	8.7	12.8	4.1	5.2	39	0	Declined
Hispanic or Latino	30.4	30.9	0.5	26.7	55	1	No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.7	6.5	-1.2	6.3	246	3	Met 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	271	270	100	Yes	1	270	267	99	Yes	1	88	84	95	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	99	99	98	96	38	35	235	230	98	Yes	1
English Learners and Former English Learners	42	42	40	39	13	12	95	93	98	Yes	1
Low Income	60	60	59	58	21	18	140	136	97	Yes	1
Students with Disabilities	49	49	50	49	23	23	122	121	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	37	37	37	36	11	10	85	83	98	Yes	1
Black or African American	24	24	24	24	7	7	55	55	100	Yes	1
Hispanic or Latino	31	31	29	29	12	11	72	71	99	Yes	1
Multi-Race, Not Hispanic or Latino	17	17	17	17	2	2	36	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	161	160	162	160	56	54	379	374	99	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