Massachusetts School and District Profiles

Wayland High School

Districts
Schools

2025

2025 Official Accountability Report - Wayland High School

Organization Information

DISTRICT NAME
Wayland (03150000)

TITLE I STATUS
Title I School

SCHOOL
Wayland High School (03150505)

GRADES SERVED
09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
78% - Meeting or exceeding targets	95

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	63%	89%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	78%
	Meeting or exceeding targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All students (High school grades)			Lowest performing students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-	3	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	3	4	-
	Achievement total	12	12	47.5	10	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	6	8	22.5	6	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	12	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	6	8	10.0	4	4	10.0
Weighted total		10.1	10.7	-	8.5	10.3	-
Percentage of possible points		94%		-	83%		-
2025 Annual criterion-referenced target percentage		89%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All students (High school grades)			Lowest performing students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-	0	4	-
	Mathematics achievement	4	4	-	0	4	-
	Science achievement	4	4	-	4	4	-
	Achievement total	11	12	47.5	4	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	12	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	3	4	-	-	-	-
	Additional indicators total	7	8	10.0	0	4	10.0
Weighted total		9.5	10.7	-	3.8	10.3	-
Percentage of possible points		89%		-	37%		-
2024 Annual criterion-referenced target percentage		63%

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

	2024	2025
Annual criterion-referenced target percentage	68%	79%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	75%
	Meeting or exceeding targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-
	Mathematics achievement	4	4	-
	Science achievement	3	4	-
	Achievement total	10	12	47.5
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	4	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	12	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	0	8	10.0
Weighted total		8.5	10.7	-
Percentage of possible points		79%		-
2025 Annual criterion-referenced target percentage		79%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	3	4	-
	Science achievement	4	4	-
	Achievement total	7	12	47.5
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	4	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	12	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	4	8	10.0
Weighted total		7.3	10.7	-
Percentage of possible points		68%		-
2024 Annual criterion-referenced target percentage		68%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	517.5	517.5	0.0	518.5	191	4	Path Forward: Exceeded Target
Lowest Performing	495.6	499.1	3.5	499.2	41	3	Path Forward: Met Target
High Needs	503.3	505.4	2.1	505.2	51	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	-	-	-	-	15	-	-
Students with Disabilities	500.0	501.4	1.4	501.6	35	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	521.2	525.6	4.4	523.5	30	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	517.8	517.5	-0.3	519.1	127	4	Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	523.5	524.8	1.3	524.6	191	4	Path Forward: Exceeded Target
Lowest Performing	496.2	500.9	4.7	499.5	41	4	Path Forward: Exceeded Target
High Needs	504.2	509.3	5.1	506.9	53	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	17	-	-
Students with Disabilities	503.0	507.3	4.3	505.5	36	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	539.5	537.8	-1.7	542.9	30	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	521.4	524.7	3.3	522.5	127	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	520.9	519.1	-1.8	521.9	186	4	Path Forward: Exceeded Target
Lowest Performing	498.5	499.2	0.7	501.1	41	3	Path Forward: Met Target
High Needs	507.7	508.3	0.6	509.9	50	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	8	-	-
Low Income	-	-	-	-	16	-	-
Students with Disabilities	504.5	507.5	3.0	507.8	34	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	533.6	531.1	-2.5	535.7	30	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	519.4	518.1	-1.3	520.7	124	4	Path Forward: Exceeded Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	49.1	180	2	Typical Growth - Low
Lowest Performing	49.7	41	2	Typical Growth - Low
High Needs	49.8	48	2	Typical Growth - Low
English Learners and Former English Learners	-	7	-	-
Low Income	-	15	-	-
Students with Disabilities	49.8	33	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	50.4	29	3	Typical Growth - High
Black or African American	-	15	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.4	120	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	60.1	179	4	Exceeded Typical Growth
Lowest Performing	67.7	41	4	Exceeded Typical Growth
High Needs	62.2	48	4	Exceeded Typical Growth
English Learners and Former English Learners	-	8	-	-
Low Income	-	15	-	-
Students with Disabilities	65.7	32	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	54.6	29	3	Typical Growth - High
Black or African American	-	15	-	-
Hispanic or Latino	-	4	-	-
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	62.4	119	4	Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	100.0	100.0	0.0	95.0	207	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	100.0	100.0	0.0	95.0	70	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	-	-	-	-	38	-	-
Students with Disabilities	100.0	100.0	0.0	95.0	46	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	100.0	100.0	0.0	95.0	39	4	Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	100.0	100.0	0.0	95.0	139	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.5	100.0	0.5	95.0	187	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	98.4	100.0	1.6	95.0	55	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	-	-	-	-	26	-	-
Students with Disabilities	100.0	100.0	0.0	95.0	37	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	100.0	100.0	0.0	95.0	34	4	Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	8	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	100.0	100.0	0.0	95.0	121	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.0	0.0	0.0	1.0	820	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.0	0.0	0.0	1.0	214	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	68	-	-
Students with Disabilities	0.0	0.0	0.0	1.0	161	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	0.0	0.0	0.0	1.0	144	4	Exceeded Target
Black or African American	-	-	-	-	48	-	-
Hispanic or Latino	-	-	-	-	40	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	55	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	0.0	0.0	0.0	1.0	532	4	Exceeded Target

Progress toward attaining English language proficiency - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
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 - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	9.3	11.7	2.4	8.2	804	3	Met Target
Lowest Performing	13.3	7.3	-6.0	9.3	41	4	Exceeded Target
High Needs	20.0	23.5	3.5	16.9	187	0	Declined
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	-	-	-	-	73	-	-
Students with Disabilities	18.9	22.2	3.3	15.0	126	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	4.8	5.6	0.8	2.9	142	4	Exceeded Target
Black or African American	-	-	-	-	48	-	-
Hispanic or Latino	-	-	-	-	49	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	51	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	9.8	11.5	1.7	8.4	512	3	Met Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	85.2	86.4	1.2	87.3	413	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	57.9	54.0	-3.9	63.9	100	0	Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	-	-	-	-	34	-	-
Students with Disabilities	55.4	48.1	-7.3	63.1	77	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	91.3	94.9	3.6	93.9	78	3	Met Target
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	-	-	-	-	28	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	29	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	86.8	85.9	-0.9	89.3	256	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	194	191	98	Yes	1	194	191	98	Yes	1	194	189	97	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	54	51	54	53	54	53	162	157	97	Yes	1
English Learners and Former English Learners	9	8	9	9	9	9	27	-	-	-	-
Low Income	18	15	18	17	18	18	54	-	-	-	-
Students with Disabilities	37	35	37	36	37	36	111	107	96	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	30	30	30	30	30	30	90	90	100	Yes	1
Black or African American	16	16	16	16	16	16	48	-	-	-	-
Hispanic or Latino	7	6	7	6	7	6	21	-	-	-	-
Multi-Race, Not Hispanic or Latino	12	12	12	12	12	11	36	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	129	127	129	127	129	126	387	380	98	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