Massachusetts School and District Profiles

William F. Stanley Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - William F. Stanley Elementary School

Organization Information

DISTRICT NAME
Waltham (03080000)

TITLE I STATUS
Title I School

SCHOOL
William F. Stanley Elementary School (03080005)

GRADES SERVED
PK,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
55% - Substantial progress toward targets	42

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	62%	51%
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		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	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		3.0	9.6	-	5.4	7.6	-
Percentage of possible points		31%		-	71%		-
2026 Annual criterion-referenced target percentage		51%

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	-	4	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	3	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	20.0	7	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		3.0	9.6	-	7.0	7.6	-
Percentage of possible points		31%		-	92%		-
2025 Annual criterion-referenced target percentage		62%

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	72%	13%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	36%
	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	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%		-
2026 Annual criterion-referenced target percentage		13%

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	2	4	-
	Mathematics achievement	3	4	-
	Science achievement	4	4	-
	Achievement total	9	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		7.4	10.3	-
Percentage of possible points		72%		-
2025 Annual criterion-referenced target percentage		72%

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	490.1	487.2	-2.9	493.5	154	0	Recovery Path: Declined
Lowest Performing	460.5	462.1	1.6	465.7	20	2	Recovery Path: Improved Below Target
High Needs	482.9	476.6	-6.3	486.5	109	0	Recovery Path: Declined
English Learners and Former English Learners	480.1	473.3	-6.8	484.2	68	0	Recovery Path: Declined
Low Income	483.0	477.0	-6.0	485.9	80	0	Recovery Path: Declined
Students with Disabilities	475.3	470.7	-4.6	478.7	48	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	478.1	472.9	-5.2	482.0	72	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.2	502.8	-3.4	509.0	48	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	490.8	491.2	0.4	492.6	154	2	Recovery Path: Improved Below Target
Lowest Performing	464.3	468.7	4.4	468.0	20	4	Recovery Path: Exceeded Target
High Needs	485.1	482.3	-2.8	487.5	109	0	Recovery Path: Declined
English Learners and Former English Learners	483.4	482.2	-1.2	486.4	68	0	Recovery Path: Declined
Low Income	485.3	483.2	-2.1	487.8	80	0	Recovery Path: Declined
Students with Disabilities	479.8	476.2	-3.6	482.3	48	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	482.4	479.9	-2.5	485.8	72	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.7	505.8	3.1	505.5	48	3	Path Forward: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	496.2	487.2	-9.0	499.8	58	0	Path Forward: Declined
Lowest Performing	-	-	-	-	13	-	-
High Needs	489.9	478.3	-11.6	493.7	47	0	Path Forward: Declined
English Learners and Former English Learners	482.3	473.0	-9.3	486.4	27	0	Path Forward: Declined
Low Income	488.2	477.7	-10.5	492.2	33	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	26	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	479.5	472.4	-7.1	483.1	27	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	18	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.9	88	2	Typical Growth - Low
Lowest Performing	40.4	20	2	Typical Growth - Low
High Needs	43.6	66	2	Typical Growth - Low
English Learners and Former English Learners	43.8	38	2	Typical Growth - Low
Low Income	42.0	43	2	Typical Growth - Low
Students with Disabilities	39.6	32	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	8	-	-
Hispanic or Latino	38.4	42	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	59.4	29	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.9	92	3	Typical Growth - High
Lowest Performing	48.6	20	2	Typical Growth - Low
High Needs	46.7	70	2	Typical Growth - Low
English Learners and Former English Learners	51.9	42	3	Typical Growth - High
Low Income	43.5	47	2	Typical Growth - Low
Students with Disabilities	43.2	32	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	9	-	-
Black or African American	-	8	-	-
Hispanic or Latino	40.4	44	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	62.9	29	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	41.6	57.0	15.4	47.0	100	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	41.6	57.0	15.4	47.0	100	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	11.2	6.4	-4.8	9.7	283	4	Exceeded Target
Lowest Performing	10.0	0.0	-10.0	5.4	20	4	Exceeded Target
High Needs	13.8	7.1	-6.7	11.4	210	4	Exceeded Target
English Learners and Former English Learners	15.1	7.9	-7.2	11.6	139	4	Exceeded Target
Low Income	15.3	6.7	-8.6	12.1	165	4	Exceeded Target
Students with Disabilities	16.9	12.9	-4.0	13.3	85	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	25	-	-
Black or African American	-	-	-	-	41	-	-
Hispanic or Latino	14.1	6.8	-7.3	9.9	133	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.2	5.3	-3.9	7.4	75	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	162	162	100	Yes	1	163	163	100	Yes	1	60	60	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	117	117	117	117	49	49	283	283	100	Yes	1
English Learners and Former English Learners	74	74	74	74	29	29	177	177	100	Yes	1
Low Income	88	88	88	88	35	35	211	211	100	Yes	1
Students with Disabilities	48	48	48	48	26	26	122	122	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	13	13	14	14	3	3	30	-	-	-	-
Black or African American	20	20	20	20	10	10	50	50	100	Yes	1
Hispanic or Latino	75	75	75	75	27	27	177	177	100	Yes	1
Multi-Race, Not Hispanic or Latino	5	5	5	5	2	2	12	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	49	49	49	49	18	18	116	116	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