Massachusetts School and District Profiles

Hurld-Wyman Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Hurld-Wyman Elementary School

Organization Information

DISTRICT NAME
Woburn (03470000)

TITLE I STATUS
Non-Title I School

SCHOOL
Hurld-Wyman Elementary School (03470020)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
48% - Moderate progress toward targets	48

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	39%	53%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	48%
	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	0	4	-	2	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	60.0	6	8	67.5
Growth	English language arts growth	1	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	4	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	1	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		3.1	9.6	-	5.6	7.6	-
Percentage of possible points		32%		-	74%		-
2026 Annual criterion-referenced target percentage		53%

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	-	3	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	2	12	67.5	5	8	67.5
Growth	English language arts growth	1	4	-	2	4	-
	Mathematics growth	1	4	-	1	4	-
	Growth total	2	8	22.5	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	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	3	4	10.0
Weighted total		2.1	10.3	-	4.4	7.6	-
Percentage of possible points		20%		-	58%		-
2025 Annual criterion-referenced target percentage		39%

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	21%	28%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	26%
	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	0	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		2.9	10.3	-
Percentage of possible points		28%		-
2026 Annual criterion-referenced target percentage		28%

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	2	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		2.2	10.3	-
Percentage of possible points		21%		-
2025 Annual criterion-referenced target percentage		21%

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	496.5	495.0	-1.5	499.4	172	0	Recovery Path: Declined
Lowest Performing	468.0	472.4	4.4	473.1	26	2	Path Forward: Improved Below Target
High Needs	485.7	484.4	-1.3	488.0	69	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	488.0	482.2	-5.8	490.5	42	0	Recovery Path: Declined
Students with Disabilities	479.9	479.4	-0.5	482.8	43	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	482.0	477.9	-4.1	484.5	26	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	498.6	498.6	0.0	501.5	131	1	Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	492.6	495.4	2.8	495.1	173	3	Path Forward: Met Target
Lowest Performing	460.8	474.8	14.0	465.9	26	4	Path Forward: Exceeded Target
High Needs	484.2	486.3	2.1	486.9	70	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	485.2	483.2	-2.0	487.0	42	0	Recovery Path: Declined
Students with Disabilities	479.7	483.1	3.4	483.1	44	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	477.7	480.4	2.7	480.3	26	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	494.8	498.8	4.0	497.6	131	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	500.7	497.1	-3.6	504.3	59	0	Path Forward: Declined
Lowest Performing	-	-	-	-	16	-	-
High Needs	493.2	488.4	-4.8	497.0	22	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	-	-	-	-	10	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	503.6	501.0	-2.6	507.3	42	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	38.2	111	1	Low Growth
Lowest Performing	45.2	26	2	Typical Growth - Low
High Needs	42.1	43	2	Typical Growth - Low
English Learners and Former English Learners	-	12	-	-
Low Income	45.8	28	2	Typical Growth - Low
Students with Disabilities	33.6	25	1	Low Growth
American Indian or Alaska Native	-	2	-	-
Asian	-	4	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	35.0	82	1	Low Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.8	111	3	Typical Growth - High
Lowest Performing	59.6	26	3	Typical Growth - High
High Needs	53.3	43	3	Typical Growth - High
English Learners and Former English Learners	-	12	-	-
Low Income	54.4	28	3	Typical Growth - High
Students with Disabilities	51.7	25	3	Typical Growth - High
American Indian or Alaska Native	-	2	-	-
Asian	-	4	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	51.2	81	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	47.6	47.6	0.0	53.0	21	1	No Change
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 - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	9.3	0.6	-8.7	7.8	310	4	Exceeded Target
Lowest Performing	14.8	0.0	-14.8	10.2	26	4	Exceeded Target
High Needs	18.6	1.5	-17.1	16.2	136	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	39	-	-
Low Income	24.5	2.4	-22.1	21.3	85	4	Exceeded Target
Students with Disabilities	16.5	0.0	-16.5	12.9	75	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	4	-	-
Asian	-	-	-	-	18	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	24.0	1.8	-22.2	19.8	55	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	4.7	0.5	-4.2	2.9	213	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	178	176	99	Yes	1	178	177	99	Yes	1	60	59	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	74	73	74	74	22	22	170	169	99	Yes	1
English Learners and Former English Learners	20	20	20	20	7	7	47	47	100	Yes	1
Low Income	43	43	43	43	17	17	103	103	100	Yes	1
Students with Disabilities	45	44	45	45	10	10	100	99	99	Yes	1
American Indian or Alaska Native	2	2	2	2	1	1	5	-	-	-	-
Asian	6	6	6	6	1	1	13	-	-	-	-
Black or African American	5	5	5	5	2	2	12	-	-	-	-
Hispanic or Latino	28	28	28	28	11	11	67	67	100	Yes	1
Multi-Race, Not Hispanic or Latino	3	2	3	3	1	1	7	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	133	132	133	132	43	42	309	306	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