Massachusetts School and District Profiles

Wildwood Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Wildwood Elementary

Organization Information

DISTRICT NAME
Amherst (00080000)

TITLE I STATUS
Title I School

SCHOOL
Wildwood Elementary (00080050)

GRADES SERVED
K,01,02,03,04,05,06

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Asian -Black or African American -Students with Disabilities -Low Income -English Learners and Former English Learners -High Needs -All Students

Progress toward improvement targets	Accountability percentile
46% - Moderate progress toward targets	72

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	57%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	46%
	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	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	3	4	-	-	-	-
	Achievement total	3	12	60.0	-	-	-
Growth	English language arts growth	3	4	-	-	-	-
	Mathematics growth	4	4	-	-	-	-
	Growth total	7	8	20.0	-	-	-
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	2	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	-	-	-
Weighted total		3.7	9.6	-	-	-	-
Percentage of possible points		39%		-	-		-
2026 Annual criterion-referenced target percentage		39%

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	2	4	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	5	12	60.0	5	8	67.5
Growth	English language arts growth	4	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	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	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		5.2	9.6	-	4.5	7.6	-
Percentage of possible points		54%		-	59%		-
2025 Annual criterion-referenced target percentage		57%

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	65%	15%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	35%
	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	0	4	-
	Science achievement	-	-	-
	Achievement total	0	8	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		1.1	7.6	-
Percentage of possible points		15%		-
2026 Annual criterion-referenced target percentage		15%

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	2	4	-
	Science achievement	-	-	-
	Achievement total	5	8	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	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		4.9	7.6	-
Percentage of possible points		65%		-
2025 Annual criterion-referenced target percentage		65%

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	504.7	499.7	-5.0	506.7	152	0	Path Forward: Declined
Lowest Performing	-	-	-	-	19	-	-
High Needs	488.9	485.9	-3.0	491.6	83	0	Recovery Path: Declined
English Learners and Former English Learners	487.9	477.7	-10.2	492.3	28	0	Recovery Path: Declined
Low Income	486.0	484.6	-1.4	489.3	61	0	Recovery Path: Declined
Students with Disabilities	480.2	475.7	-4.5	483.2	46	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	518.1	509.1	-9.0	520.7	22	4	Path Forward: Exceeded Target
Black or African American	483.5	481.9	-1.6	486.2	21	0	Path Forward: Declined
Hispanic or Latino	480.7	473.9	-6.8	483.8	29	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	514.1	513.3	-0.8	516.1	72	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	498.0	495.5	-2.5	500.9	157	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	19	-	-
High Needs	481.9	480.3	-1.6	485.2	89	0	Recovery Path: Declined
English Learners and Former English Learners	483.3	479.6	-3.7	488.0	30	0	Recovery Path: Declined
Low Income	477.7	479.3	1.6	481.0	67	2	Recovery Path: Improved Below Target
Students with Disabilities	473.3	468.7	-4.6	475.8	47	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	521.8	512.9	-8.9	525.5	24	4	Path Forward: Exceeded Target
Black or African American	479.9	479.7	-0.2	482.9	25	1	Path Forward: No Change
Hispanic or Latino	470.1	468.1	-2.0	472.9	31	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.6	508.7	3.1	507.7	69	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	498.5	501.7	3.2	501.2	40	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	5	-	-
High Needs	-	-	-	-	19	-	-
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	-	-	-	-	12	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	19	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.9	84	3	Typical Growth - High
Lowest Performing	-	19	-	-
High Needs	49.6	44	2	Typical Growth - Low
English Learners and Former English Learners	-	17	-	-
Low Income	47.5	33	2	Typical Growth - Low
Students with Disabilities	41.8	24	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	12	-	-
Black or African American	-	13	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	65.6	39	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	62.7	87	4	Exceeded Typical Growth
Lowest Performing	-	19	-	-
High Needs	54.6	46	3	Typical Growth - High
English Learners and Former English Learners	-	18	-	-
Low Income	54.4	34	3	Typical Growth - High
Students with Disabilities	46.9	25	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	13	-	-
Black or African American	-	13	-	-
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	68.9	40	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	70.8	65.7	-5.1	76.2	35	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	70.8	65.7	-5.1	76.2	35	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	11.7	11.2	-0.5	10.4	267	2	Improved Below Target
Lowest Performing	-	-	-	-	19	-	-
High Needs	16.2	17.5	1.3	13.6	166	0	Declined
English Learners and Former English Learners	4.3	6.7	2.4	1.3	60	0	Declined
Low Income	20.3	21.3	1.0	16.6	122	0	Declined
Students with Disabilities	26.6	29.4	2.8	23.3	68	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	3.3	1.9	-1.4	1.0	54	4	Exceeded Target
Black or African American	10.3	9.3	-1.0	6.8	43	2	Improved Below Target
Hispanic or Latino	33.3	43.8	10.5	29.6	48	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	5.9	1.9	-4.0	4.5	107	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	172	156	93	No	2	171	167	98	Yes	1	42	42	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	101	86	102	98	20	20	223	204	93	No	2
English Learners and Former English Learners	33	28	33	33	4	4	70	65	93	No	1
Low Income	73	62	74	73	15	15	162	150	93	No	1
Students with Disabilities	52	45	52	48	12	12	116	105	94	No	2
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	28	23	28	28	6	6	62	57	93	No	2
Black or African American	29	23	29	28	4	4	62	55	92	No	2
Hispanic or Latino	32	29	33	33	10	10	75	72	96	Yes	1
Multi-Race, Not Hispanic or Latino	7	7	7	7	3	3	17	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	75	73	73	70	19	19	167	162	97	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