Massachusetts School and District Profiles

Major Edwards Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Major Edwards Elementary

Organization Information

DISTRICT NAME
West Boylston (03220000)

TITLE I STATUS
Title I School

SCHOOL
Major Edwards Elementary (03220005)

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

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
59% - Substantial progress toward targets	74

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	56%	62%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	59%
	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	2	4	-	2	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	5	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	20.0	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	3	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		5.0	9.6	-	5.4	7.6	-
Percentage of possible points		52%		-	71%		-
2026 Annual criterion-referenced target percentage		62%

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	-	3	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	5	12	60.0	5	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	4	4	-	3	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		4.6	9.6	-	4.9	7.6	-
Percentage of possible points		48%		-	65%		-
2025 Annual criterion-referenced target percentage		56%

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	13%	52%
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	0	4	-
	Science achievement	4	4	-
	Achievement total	6	12	67.5
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	-	-	-
	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		5.4	10.3	-
Percentage of possible points		52%		-
2026 Annual criterion-referenced target percentage		52%

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	3	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		1.3	10.3	-
Percentage of possible points		13%		-
2025 Annual criterion-referenced target percentage		13%

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	495.1	495.9	0.8	498.1	213	2	Recovery Path: Improved Below Target
Lowest Performing	472.8	475.0	2.2	477.4	34	2	Recovery Path: Improved Below Target
High Needs	485.1	486.8	1.7	487.5	101	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	487.1	489.6	2.5	489.5	33	3	Path Forward: Met Target
Low Income	483.1	485.4	2.3	485.9	61	3	Recovery Path: Met Target
Students with Disabilities	478.9	476.9	-2.0	480.8	47	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	33	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	496.8	498.1	1.3	499.6	156	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	505.4	503.2	-2.2	507.3	213	0	Recovery Path: Declined
Lowest Performing	474.4	483.4	9.0	478.6	34	4	Recovery Path: Exceeded Target
High Needs	493.3	491.7	-1.6	495.8	101	0	Path Forward: Declined
English Learners and Former English Learners	495.9	491.8	-4.1	498.9	33	0	Path Forward: Declined
Low Income	490.5	490.1	-0.4	492.3	61	1	Recovery Path: No Change
Students with Disabilities	482.2	480.0	-2.2	484.8	47	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	33	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.7	505.1	-1.6	508.4	156	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	502.8	504.3	1.5	505.0	60	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	14	-	-
High Needs	491.5	497.1	5.6	495.0	30	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	-	-	-	-	16	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.5	501.8	-4.7	508.7	44	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.2	138	3	Typical Growth - High
Lowest Performing	48.2	34	2	Typical Growth - Low
High Needs	47.8	58	2	Typical Growth - Low
English Learners and Former English Learners	48.7	20	2	Typical Growth - Low
Low Income	43.1	32	2	Typical Growth - Low
Students with Disabilities	43.1	28	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	3	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.2	107	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	65.2	138	4	Exceeded Typical Growth
Lowest Performing	65.6	34	4	Exceeded Typical Growth
High Needs	65.8	58	4	Exceeded Typical Growth
English Learners and Former English Learners	70.2	20	4	Exceeded Typical Growth
Low Income	66.5	32	4	Exceeded Typical Growth
Students with Disabilities	60.0	28	4	Exceeded Typical Growth
American Indian or Alaska Native	-	1	-	-
Asian	-	3	-	-
Black or African American	-	7	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	65.6	107	4	Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	58.6	62.5	3.9	62.6	32	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	58.6	62.5	3.9	62.6	32	3	Met 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	5.5	0.0	4.4	366	3	Met Target
Lowest Performing	5.9	14.7	8.8	2.6	34	0	Declined
High Needs	7.1	10.4	3.3	5.0	173	0	Declined
English Learners and Former English Learners	8.6	13.5	4.9	5.6	52	0	Declined
Low Income	8.5	11.3	2.8	4.2	106	0	Declined
Students with Disabilities	7.6	10.5	2.9	5.1	76	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	-	-	-	-	52	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	4.9	4.5	-0.4	3.7	264	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	218	218	100	Yes	1	218	218	100	Yes	1	62	62	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	105	105	105	105	32	32	242	242	100	Yes	1
English Learners and Former English Learners	34	34	34	34	10	10	78	78	100	Yes	1
Low Income	64	64	64	64	15	15	143	143	100	Yes	1
Students with Disabilities	47	47	47	47	16	16	110	110	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	5	5	5	5	1	1	11	-	-	-	-
Black or African American	11	11	11	11	5	5	27	-	-	-	-
Hispanic or Latino	34	34	34	34	6	6	74	74	100	Yes	1
Multi-Race, Not Hispanic or Latino	9	9	9	9	5	5	23	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	158	158	158	158	45	45	361	361	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