Massachusetts School and District Profiles

Wollaston School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Wollaston School

Organization Information

DISTRICT NAME
Quincy (02430000)

TITLE I STATUS
Non-Title I School

SCHOOL
Wollaston School (02430110)

GRADES SERVED
K,01,02,03,04,05

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
69% - Substantial progress toward targets	89

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	63%	73%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	69%
	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	-	3	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		7.9	9.6	-	4.9	7.6	-
Percentage of possible points		82%		-	65%		-
2026 Annual criterion-referenced target percentage		73%

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	3	4	-	2	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	9	12	60.0	4	8	67.5
Growth	English language arts growth	4	4	-	2	4	-
	Mathematics growth	4	4	-	3	4	-
	Growth total	8	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		7.3	9.6	-	3.8	7.6	-
Percentage of possible points		76%		-	50%		-
2025 Annual criterion-referenced target percentage		63%

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	80%	80%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	80%
	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	3	4	-
	Science achievement	4	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		8.2	10.3	-
Percentage of possible points		80%		-
2026 Annual criterion-referenced target percentage		80%

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	4	4	-
	Mathematics growth	4	4	-
	Growth total	8	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		8.2	10.3	-
Percentage of possible points		80%		-
2025 Annual criterion-referenced target percentage		80%

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	506.0	504.7	-1.3	509.3	159	3	Recovery Path: Met Target
Lowest Performing	475.0	479.4	4.4	479.5	25	3	Recovery Path: Met Target
High Needs	499.8	495.7	-4.1	502.4	95	3	Recovery Path: Met Target
English Learners and Former English Learners	500.9	495.5	-5.4	504.3	60	3	Recovery Path: Met Target
Low Income	500.0	494.8	-5.2	503.0	67	3	Recovery Path: Met Target
Students with Disabilities	476.9	478.1	1.2	479.3	21	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	504.1	505.9	1.8	508.2	96	3	Recovery Path: Met Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.0	506.3	-3.7	512.5	47	3	Recovery Path: 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	510.3	508.0	-2.3	511.8	160	3	Path Forward: Met Target
Lowest Performing	479.0	480.4	1.4	484.1	25	2	Path Forward: Improved Below Target
High Needs	506.5	501.9	-4.6	509.0	96	3	Path Forward: Met Target
English Learners and Former English Learners	510.8	505.3	-5.5	513.8	60	3	Path Forward: Met Target
Low Income	505.9	502.3	-3.6	508.3	67	3	Path Forward: Met Target
Students with Disabilities	478.3	476.9	-1.4	481.5	22	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	514.0	514.6	0.6	517.0	96	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.9	502.2	-3.7	507.6	47	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	506.0	512.4	6.4	508.2	54	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	11	-	-
High Needs	501.6	507.1	5.5	505.1	38	4	Path Forward: Exceeded Target
English Learners and Former English Learners	501.5	506.6	5.1	505.7	23	4	Path Forward: Exceeded Target
Low Income	498.8	506.7	7.9	503.2	26	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	7	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	504.2	511.5	7.3	506.1	35	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	2	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	13	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.3	103	3	Typical Growth - High
Lowest Performing	53.7	25	3	Typical Growth - High
High Needs	53.6	65	3	Typical Growth - High
English Learners and Former English Learners	53.9	42	3	Typical Growth - High
Low Income	51.8	45	3	Typical Growth - High
Students with Disabilities	-	11	-	-
American Indian or Alaska Native	-	-	-	-
Asian	55.0	64	3	Typical Growth - High
Black or African American	-	3	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.4	30	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.9	104	3	Typical Growth - High
Lowest Performing	48.4	25	2	Typical Growth - Low
High Needs	50.4	66	3	Typical Growth - High
English Learners and Former English Learners	50.0	43	3	Typical Growth - High
Low Income	52.0	46	3	Typical Growth - High
Students with Disabilities	-	11	-	-
American Indian or Alaska Native	-	-	-	-
Asian	51.5	65	3	Typical Growth - High
Black or African American	-	3	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.6	30	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	69.8	77.2	7.4	73.8	57	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	69.8	77.2	7.4	73.8	57	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	5.5	5.0	-0.5	4.4	279	3	Met Target
Lowest Performing	16.0	4.0	-12.0	12.7	25	4	Exceeded Target
High Needs	6.9	7.1	0.2	4.8	169	1	No Change
English Learners and Former English Learners	2.4	5.4	3.0	1.0	111	3	Met Target
Low Income	7.6	10.3	2.7	3.3	116	0	Declined
Students with Disabilities	15.6	13.3	-2.3	13.1	30	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	1.8	1.2	-0.6	1.0	169	4	Exceeded Target
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	11.7	8.2	-3.5	10.5	73	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	167	166	99	Yes	1	167	167	100	Yes	1	56	56	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	103	102	103	103	40	40	246	245	100	Yes	1
English Learners and Former English Learners	67	67	67	67	25	25	159	159	100	Yes	1
Low Income	73	73	73	73	27	27	173	173	100	Yes	1
Students with Disabilities	22	21	22	22	7	7	51	50	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	100	100	100	100	36	36	236	236	100	Yes	1
Black or African American	5	5	5	5	3	3	13	-	-	-	-
Hispanic or Latino	7	6	7	7	2	2	16	-	-	-	-
Multi-Race, Not Hispanic or Latino	6	6	6	6	2	2	14	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	49	49	49	49	13	13	111	111	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