Massachusetts School and District Profiles

William Seach

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - William Seach

Organization Information

DISTRICT NAME
Weymouth (03360000)

TITLE I STATUS
Title I School

SCHOOL
William Seach (03360080)

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
67% - Substantial progress toward targets	28

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	33%	89%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	67%
	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	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	4	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		8.0	9.6	-	7.2	7.6	-
Percentage of possible points		83%		-	95%		-
2026 Annual criterion-referenced target percentage		89%

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	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	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	4	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		1.6	9.6	-	3.8	7.6	-
Percentage of possible points		17%		-	50%		-
2025 Annual criterion-referenced target percentage		33%

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%	83%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	55%
	Substantial 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	4	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		8.5	10.3	-
Percentage of possible points		83%		-
2026 Annual criterion-referenced target percentage		83%

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	2	4	-
	Mathematics growth	2	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	485.2	486.5	1.3	489.1	158	2	Recovery Path: Improved Below Target
Lowest Performing	457.6	467.1	9.5	463.5	21	4	Recovery Path: Exceeded Target
High Needs	480.0	481.6	1.6	483.9	124	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	475.0	479.4	4.4	478.8	48	4	Recovery Path: Exceeded Target
Low Income	480.3	481.6	1.3	484.4	110	2	Recovery Path: Improved Below Target
Students with Disabilities	469.9	470.1	0.2	475.1	37	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	483.0	481.3	-1.7	485.1	27	0	Recovery Path: Declined
Hispanic or Latino	478.9	481.9	3.0	482.2	42	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	489.0	489.2	0.2	493.5	68	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	486.9	489.9	3.0	489.2	157	4	Recovery Path: Exceeded Target
Lowest Performing	463.7	469.9	6.2	468.4	21	4	Recovery Path: Exceeded Target
High Needs	482.3	485.4	3.1	484.6	123	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	483.4	489.0	5.6	486.9	48	4	Path Forward: Exceeded Target
Low Income	481.6	485.9	4.3	484.1	109	4	Recovery Path: Exceeded Target
Students with Disabilities	470.6	469.6	-1.0	475.0	36	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	480.3	483.8	3.5	483.8	27	3	Path Forward: Met Target
Hispanic or Latino	481.6	483.6	2.0	484.7	41	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.7	493.3	1.6	494.4	68	2	Recovery Path: 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	482.4	491.7	9.3	486.7	52	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	9	-	-
High Needs	478.2	486.7	8.5	482.5	43	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	478.4	485.8	7.4	482.5	38	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	11	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	486.8	494.1	7.3	491.7	22	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.8	94	3	Typical Growth - High
Lowest Performing	54.0	21	3	Typical Growth - High
High Needs	51.6	77	3	Typical Growth - High
English Learners and Former English Learners	51.3	28	3	Typical Growth - High
Low Income	51.3	68	3	Typical Growth - High
Students with Disabilities	49.4	24	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	-	18	-	-
Hispanic or Latino	46.8	26	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.4	39	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.4	97	3	Typical Growth - High
Lowest Performing	51.5	21	3	Typical Growth - High
High Needs	54.0	80	3	Typical Growth - High
English Learners and Former English Learners	53.0	32	3	Typical Growth - High
Low Income	54.1	70	3	Typical Growth - High
Students with Disabilities	46.4	23	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	9	-	-
Black or African American	-	18	-	-
Hispanic or Latino	52.2	25	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.9	40	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	64.8	73.1	8.3	68.8	52	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	64.8	73.1	8.3	68.8	52	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	25.0	21.6	-3.4	22.8	301	4	Exceeded Target
Lowest Performing	48.0	28.6	-19.4	43.1	21	4	Exceeded Target
High Needs	30.2	25.0	-5.2	27.7	232	4	Exceeded Target
English Learners and Former English Learners	25.6	17.6	-8.0	22.3	85	4	Exceeded Target
Low Income	31.6	27.0	-4.6	28.9	211	4	Exceeded Target
Students with Disabilities	35.2	29.7	-5.5	30.9	64	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	27	-	-
Black or African American	19.3	12.5	-6.8	15.7	64	4	Exceeded Target
Hispanic or Latino	37.1	32.9	-4.2	33.3	76	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	22.4	18.1	-4.3	19.5	116	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	175	175	100	Yes	1	175	174	99	Yes	1	57	56	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	140	140	140	139	48	47	328	326	99	Yes	1
English Learners and Former English Learners	56	56	56	56	20	20	132	132	100	Yes	1
Low Income	124	124	124	123	42	41	290	288	99	Yes	1
Students with Disabilities	42	42	42	41	13	12	97	95	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	14	14	14	14	6	6	34	-	-	-	-
Black or African American	36	36	36	36	9	9	81	81	100	Yes	1
Hispanic or Latino	46	46	45	45	18	18	109	109	100	Yes	1
Multi-Race, Not Hispanic or Latino	10	10	10	10	1	1	21	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	68	68	69	68	23	22	160	158	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