Massachusetts School and District Profiles

Wayland High School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Wayland High School

Organization Information

DISTRICT NAME
Wayland (03150000)

TITLE I STATUS
Non-Title I School

SCHOOL
Wayland High School (03150505)

GRADES SERVED
09,10,11,12

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
86% - Meeting or exceeding targets	93

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	89%	84%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	86%
	Meeting or exceeding targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		All Students (High school grades)			Lowest Performing Students (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	-	3	4	-
	Achievement total	12	12	47.5	9	12	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	11	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	7	8	10.0	4	4	10.0
Weighted total		10.0	10.7	-	7.6	10.3	-
Percentage of possible points		94%		-	74%		-
2026 Annual criterion-referenced target percentage		84%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (High school grades)			Lowest Performing Students (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	-	4	4	-
	Science achievement	4	4	-	3	4	-
	Achievement total	12	12	47.5	10	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	6	8	22.5	6	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	12	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	6	8	10.0	4	4	10.0
Weighted total		10.1	10.7	-	8.5	10.3	-
Percentage of possible points		94%		-	83%		-
2025 Annual criterion-referenced target percentage		89%

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	79%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	65%
	Substantial progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	3	4	-
	Science achievement	3	4	-
	Achievement total	6	12	47.5
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	0	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	3	4	-
	High school completion total	7	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	8	8	10.0
Weighted total		6.0	10.7	-
Percentage of possible points		56%		-
2026 Annual criterion-referenced target percentage		56%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (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	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	4	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	12	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	0	8	10.0
Weighted total		8.5	10.7	-
Percentage of possible points		79%		-
2025 Annual criterion-referenced target percentage		79%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	517.5	517.9	0.4	518.5	190	4	Path Forward: Exceeded Target
Lowest Performing	499.1	495.0	-4.1	502.7	43	3	Path Forward: Met Target
High Needs	505.4	499.0	-6.4	507.3	40	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	501.4	491.3	-10.1	503.0	27	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	525.6	526.0	0.4	527.9	34	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	517.5	519.6	2.1	518.8	119	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	524.8	521.1	-3.7	525.9	186	4	Path Forward: Exceeded Target
Lowest Performing	500.9	497.2	-3.7	504.2	43	3	Path Forward: Met Target
High Needs	509.3	498.8	-10.5	512.0	38	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	15	-	-
Students with Disabilities	507.3	492.2	-15.1	509.8	26	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	537.8	534.5	-3.3	541.2	34	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	524.7	521.9	-2.8	525.8	117	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	519.1	520.7	1.6	520.1	184	4	Path Forward: Exceeded Target
Lowest Performing	499.2	498.1	-1.1	501.8	43	3	Path Forward: Met Target
High Needs	508.3	502.0	-6.3	510.5	38	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	507.5	495.3	-12.2	510.8	24	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	531.1	530.3	-0.8	533.2	31	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	518.1	522.2	4.1	519.4	117	4	Path Forward: Exceeded Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.0	179	3	Typical Growth - High
Lowest Performing	51.6	43	3	Typical Growth - High
High Needs	43.9	35	2	Typical Growth - Low
English Learners and Former English Learners	-	5	-	-
Low Income	-	14	-	-
Students with Disabilities	37.3	23	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	47.9	31	2	Typical Growth - Low
Black or African American	-	9	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	55.4	114	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.9	175	3	Typical Growth - High
Lowest Performing	47.4	43	2	Typical Growth - Low
High Needs	47.6	33	2	Typical Growth - Low
English Learners and Former English Learners	-	5	-	-
Low Income	-	13	-	-
Students with Disabilities	43.2	22	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	48.2	32	2	Typical Growth - Low
Black or African American	-	8	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	52.4	112	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	100.0	97.7	-2.3	95.0	219	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	100.0	93.4	-6.6	95.0	61	0	Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	24	-	-
Students with Disabilities	100.0	91.5	-8.5	95.0	47	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	100.0	92.9	-7.1	95.0	42	0	Declined
Black or African American	-	-	-	-	12	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	100.0	98.6	-1.4	95.0	141	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	100.0	100.0	0.0	95.0	207	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	100.0	100.0	0.0	95.0	70	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	-	-	-	-	38	-	-
Students with Disabilities	100.0	100.0	0.0	95.0	46	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	100.0	100.0	0.0	95.0	39	4	Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	100.0	100.0	0.0	95.0	139	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.0	0.2	0.2	1.0	803	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.0	1.0	1.0	1.0	205	3	Met Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	-	-	-	-	67	-	-
Students with Disabilities	0.0	0.0	0.0	1.0	151	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	0.0	0.0	0.0	1.0	140	4	Exceeded Target
Black or African American	-	-	-	-	47	-	-
Hispanic or Latino	-	-	-	-	49	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	51	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	0.0	0.0	0.0	1.0	514	4	Exceeded Target

Progress toward attaining English language proficiency - 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 - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	11.7	5.3	-6.4	10.6	792	4	Exceeded Target
Lowest Performing	7.3	2.3	-5.0	3.3	43	4	Exceeded Target
High Needs	23.5	13.6	-9.9	20.4	176	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	22	-	-
Low Income	-	-	-	-	77	-	-
Students with Disabilities	22.2	12.6	-9.6	18.3	119	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	5.6	3.1	-2.5	3.7	130	4	Exceeded Target
Black or African American	-	-	-	-	43	-	-
Hispanic or Latino	-	-	-	-	52	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	54	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	11.5	3.5	-8.0	10.1	511	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	86.4	87.5	1.1	88.5	383	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	54.0	68.1	14.1	60.0	91	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	-	-	-	-	38	-	-
Students with Disabilities	48.1	62.9	14.8	55.8	62	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	94.9	97.0	2.1	95.0	66	4	Exceeded Target
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	-	-	-	-	26	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	30	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	85.9	87.7	1.8	88.4	236	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	191	190	99	Yes	1	191	186	97	Yes	1	191	187	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	41	40	41	38	41	38	123	116	96	Yes	2
English Learners and Former English Learners	5	5	5	5	5	5	15	-	-	-	-
Low Income	17	16	17	15	17	16	51	-	-	-	-
Students with Disabilities	27	27	27	26	27	24	81	77	95	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	34	34	34	34	34	34	102	102	100	Yes	1
Black or African American	9	9	9	9	9	9	27	-	-	-	-
Hispanic or Latino	17	16	17	16	17	16	51	-	-	-	-
Multi-Race, Not Hispanic or Latino	11	11	11	9	11	10	33	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	119	119	119	117	119	117	357	353	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