Massachusetts School and District Profiles

Eugene Wright Science and Technology Academy

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Eugene Wright Science and Technology Academy

Organization Information

DISTRICT NAME
Chelsea (00570000)

TITLE I STATUS
Title I School

SCHOOL
Eugene Wright Science and Technology Academy (00570045)

GRADES SERVED
05,06,07,08

REGION
Coastal

FEDERAL DESIGNATION
Targeted Support and Improvement (TSI), Additional Targeted Support and Improvement (ATSI)

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Low student group performance: White -Students with Disabilities

Progress toward improvement targets	Accountability percentile
39% - Moderate progress toward targets	8

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	24%	49%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	39%
	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	-	3	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	4	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		3.7	9.6	-	4.5	7.6	-
Percentage of possible points		39%		-	59%		-
2026 Annual criterion-referenced target percentage		49%

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	2	4	-	0	4	-
	Mathematics achievement	0	4	-	1	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	1	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	1	4	-	1	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	3	4	10.0
Weighted total		2.5	9.6	-	1.7	7.6	-
Percentage of possible points		26%		-	22%		-
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	25%	46%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	37%
	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	2	4	-
	Science achievement	1	4	-
	Achievement total	5	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	1	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.7	10.3	-
Percentage of possible points		46%		-
2026 Annual criterion-referenced target percentage		46%

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	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	1	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		2.6	10.3	-
Percentage of possible points		25%		-
2025 Annual criterion-referenced target percentage		25%

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	482.2	483.2	1.0	485.5	396	2	Recovery Path: Improved Below Target
Lowest Performing	451.4	456.1	4.7	456.5	64	3	Path Forward: Met Target
High Needs	480.6	481.8	1.2	483.6	354	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	474.3	476.4	2.1	477.8	219	2	Recovery Path: Improved Below Target
Low Income	480.8	482.0	1.2	484.1	316	2	Recovery Path: Improved Below Target
Students with Disabilities	461.7	460.7	-1.0	464.5	96	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	493.1	492.0	-1.1	496.4	21	0	Path Forward: Declined
Hispanic or Latino	481.1	482.2	1.1	484.2	335	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	485.2	486.5	1.3	487.6	36	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	477.2	478.8	1.6	480.4	394	2	Path Forward: Improved Below Target
Lowest Performing	455.8	460.2	4.4	460.9	64	2	Path Forward: Improved Below Target
High Needs	475.7	477.7	2.0	479.0	352	2	Path Forward: Improved Below Target
English Learners and Former English Learners	472.5	474.9	2.4	474.8	219	3	Recovery Path: Met Target
Low Income	475.8	477.3	1.5	478.6	314	2	Path Forward: Improved Below Target
Students with Disabilities	461.6	464.9	3.3	465.3	97	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	490.2	486.0	-4.2	493.7	21	0	Path Forward: Declined
Hispanic or Latino	476.1	477.9	1.8	477.8	334	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	478.7	481.7	3.0	482.4	35	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	483.0	482.3	-0.7	487.3	199	0	Path Forward: Declined
Lowest Performing	-	-	-	-	25	-	-
High Needs	481.3	481.1	-0.2	485.6	179	1	Path Forward: No Change
English Learners and Former English Learners	477.1	478.3	1.2	481.3	115	2	Path Forward: Improved Below Target
Low Income	481.1	480.9	-0.2	485.2	162	1	Path Forward: No Change
Students with Disabilities	466.5	463.7	-2.8	470.5	50	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	482.2	480.2	-2.0	486.1	168	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	17	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.3	374	3	Typical Growth - High
Lowest Performing	45.7	64	2	Typical Growth - Low
High Needs	52.3	334	3	Typical Growth - High
English Learners and Former English Learners	50.3	204	3	Typical Growth - High
Low Income	52.1	299	3	Typical Growth - High
Students with Disabilities	33.8	85	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	1	-	-
Black or African American	53.6	21	3	Typical Growth - High
Hispanic or Latino	52.9	316	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.2	33	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	36.1	369	1	Low Growth
Lowest Performing	42.6	64	2	Typical Growth - Low
High Needs	35.6	329	1	Low Growth
English Learners and Former English Learners	36.3	204	1	Low Growth
Low Income	34.5	295	1	Low Growth
Students with Disabilities	32.8	85	1	Low Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	1	-	-
Black or African American	23.1	20	0	Very Low Growth
Hispanic or Latino	36.9	315	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	37.7	30	1	Low Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	20.3	20.2	-0.1	25.5	94	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	20.3	20.2	-0.1	25.5	94	1	No 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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	27.7	21.8	-5.9	25.5	436	4	Exceeded Target
Lowest Performing	26.8	26.2	-0.6	21.9	65	2	Improved Below Target
High Needs	28.3	21.9	-6.4	25.8	392	4	Exceeded Target
English Learners and Former English Learners	27.4	21.9	-5.5	24.1	237	4	Exceeded Target
Low Income	29.3	22.7	-6.6	26.6	352	4	Exceeded Target
Students with Disabilities	30.2	24.8	-5.4	25.9	109	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	42.3	27.6	-14.7	38.7	29	4	Exceeded Target
Hispanic or Latino	26.4	21.5	-4.9	22.6	363	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	33.3	22.5	-10.8	30.4	40	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	422	420	100	Yes	1	422	418	99	Yes	1	213	212	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	379	377	379	375	193	192	951	944	99	Yes	1
English Learners and Former English Learners	231	230	231	230	122	121	584	581	99	Yes	1
Low Income	341	339	341	337	176	175	858	851	99	Yes	1
Students with Disabilities	111	109	111	110	56	55	278	274	99	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	1	1	1	1	1	1	3	-	-	-	-
Black or African American	28	27	28	27	17	16	73	70	96	Yes	1
Hispanic or Latino	353	352	353	351	177	177	883	880	100	Yes	1
Multi-Race, Not Hispanic or Latino	2	2	2	2	1	1	5	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	37	37	37	36	17	17	91	90	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