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Hurld-Wyman Elementary School
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2025 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 classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
32% - Moderate progress toward targets44

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage21%39%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		32%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-34-
Mathematics achievement04-24-
Science achievement24----
Achievement total21267.55867.5
GrowthEnglish language arts growth14-24-
Mathematics growth14-14-
Growth total2822.53822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total2.110.3-4.47.6-
Percentage of possible points 20%-58%-
2025 Annual criterion-referenced target percentage39%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-04-
Mathematics achievement04-24-
Science achievement24----
Achievement total21267.52867.5
GrowthEnglish language arts growth14-14-
Mathematics growth14-14-
Growth total2822.52822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.810.3-1.87.6-
Percentage of possible points 18%-24%-
2024 Annual criterion-referenced target percentage21%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
47

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage70%21%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		41%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement24-
Achievement total21267.5
GrowthEnglish language arts growth14-
Mathematics growth24-
Growth total3822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total2.210.3-
Percentage of possible points 21%-
2025 Annual criterion-referenced target percentage21%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement24-
Science achievement44-
Achievement total101267.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total7.210.3-
Percentage of possible points 70%-
2024 Annual criterion-referenced target percentage70%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 498.2 496.5 -1.7 501.1 1880Recovery Path: Declined
Lowest Performing 474.5 479.1 4.6 479.6 303Path Forward: Met Target
High Needs 492.8 485.7 -7.1 495.1 760Recovery Path: Declined
English Learners and Former English Learners---- 18--
Low Income 491.0 488.0 -3.0 493.5 410Recovery Path: Declined
Students with Disabilities 487.4 479.9 -7.5 490.3 460Recovery Path: Declined
American Indian or Alaska Native---- 2--
Asian---- 10--
Black or African American---- 3--
Hispanic or Latino---- 21--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander---- 1--
White 499.0 498.6 -0.4 501.9 1451Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 497.0 492.6 -4.4 499.5 1880Path Forward: Declined
Lowest Performing 472.6 474.8 2.2 477.7 302Path Forward: Improved Below Target
High Needs 491.7 484.2 -7.5 494.4 760Path Forward: Declined
English Learners and Former English Learners---- 18--
Low Income 490.6 485.2 -5.4 492.4 410Recovery Path: Declined
Students with Disabilities 485.2 479.7 -5.5 488.6 460Path Forward: Declined
American Indian or Alaska Native---- 2--
Asian---- 10--
Black or African American---- 3--
Hispanic or Latino---- 21--
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander---- 1--
White 498.0 494.8 -3.2 500.8 1450Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 499.0 500.7 1.7 502.6 652Path Forward: Improved Below Target
Lowest Performing---- 20--
High Needs 491.1 493.2 2.1 494.9 262Path Forward: Improved Below Target
English Learners and Former English Learners---- 6--
Low Income---- 12--
Students with Disabilities---- 17--
American Indian or Alaska Native-------
Asian---- 4--
Black or African American---- 1--
Hispanic or Latino---- 4--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 499.2 503.6 4.4 502.9 544Path Forward: Exceeded Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 38.4 1231Low Growth
Lowest Performing 46.6 302Typical Growth - Low
High Needs 38.5 471Low Growth
English Learners and Former English Learners- 11--
Low Income 37.3 271Low Growth
Students with Disabilities 41.6 282Typical Growth - Low
American Indian or Alaska Native- 1--
Asian- 5--
Black or African American- 3--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander- 1--
White 38.1 971Low Growth

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 38.7 1251Low Growth
Lowest Performing 39.8 301Low Growth
High Needs 41.7 492Typical Growth - Low
English Learners and Former English Learners- 13--
Low Income 34.7 281Low Growth
Students with Disabilities 46.4 282Typical Growth - Low
American Indian or Alaska Native- 1--
Asian- 6--
Black or African American- 3--
Hispanic or Latino- 13--
Multi-Race, Not Hispanic or Latino- 4--
Native Hawaiian or Other Pacific Islander- 1--
White 40.6 972Typical Growth - Low

Progress toward attaining English language proficiency - Non-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 - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 10.6 9.3 -1.3 9.1 3563Met Target
Lowest Performing 0.0 6.7 6.7 1.0 303Met Target
High Needs 18.8 18.6 -0.2 16.4 1612Improved Below Target
English Learners and Former English Learners---- 41--
Low Income 23.4 24.5 1.1 20.2 980Declined
Students with Disabilities 14.9 16.5 1.6 11.3 910Declined
American Indian or Alaska Native---- 4--
Asian---- 18--
Black or African American---- 16--
Hispanic or Latino---- 50--
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander---- 1--
White 7.9 4.7 -3.2 6.1 2564Exceeded Target

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 196 19599Yes 1 196 19599Yes 1 66 66100Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 84 83 84 83 27 27 195 19399Yes1
English Learners and Former English Learners 21 21 21 21 7 7 49 49100Yes1
Low Income 48 48 48 48 13 13 109 109100Yes1
Students with Disabilities 48 47 48 47 17 17 113 11198Yes1
American Indian or Alaska Native 2 2 2 2 0 0 4----
Asian 10 10 10 10 4 4 24----
Black or African American 4 4 4 4 1 1 9----
Hispanic or Latino 27 27 27 27 5 5 59 59100Yes1
Multi-Race, Not Hispanic or Latino 6 6 6 6 2 2 14----
Native Hawaiian or Other Pacific Islander 1 1 1 1 0 0 2----
White 146 145 146 145 54 54 346 34499Yes1


About this report

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.


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