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Wilbraham Middle
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2025 Official Accountability Report - Wilbraham Middle
Organization Information
DISTRICT NAME
Hampden-Wilbraham (06800000)		TITLE I STATUS
Non-Title I School
SCHOOL
Wilbraham Middle (06800310)		GRADES SERVED
06,07,08
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
58% - Substantial progress toward targets60

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage39%71%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		58%
Substantial 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 achievement24-44-
Mathematics achievement44-44-
Science achievement04----
Achievement total61267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 total5.410.3-6.87.6-
Percentage of possible points 52%-90%-
2025 Annual criterion-referenced target percentage71%

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 achievement04-24-
Mathematics achievement04-24-
Science achievement24----
Achievement total21267.54867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total2.610.3-4.07.6-
Percentage of possible points 25%-53%-
2024 Annual criterion-referenced target percentage39%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
39

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage18%37%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		29%
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 achievement14-
Mathematics achievement34-
Science achievement04-
Achievement total41267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 total3.810.3-
Percentage of possible points 37%-
2025 Annual criterion-referenced target percentage37%

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 achievement04-
Mathematics achievement04-
Science achievement14-
Achievement total11267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total1.810.3-
Percentage of possible points 18%-
2024 Annual criterion-referenced target percentage18%

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 497.3 498.6 1.3 499.7 5942Recovery Path: Improved Below Target
Lowest Performing 465.7 472.4 6.7 470.1 914Recovery Path: Exceeded Target
High Needs 482.9 482.8 -0.1 484.7 2271Recovery Path: No Change
English Learners and Former English Learners---- 24--
Low Income 485.4 487.1 1.7 487.9 1292Recovery Path: Improved Below Target
Students with Disabilities 474.5 473.4 -1.1 477.3 1360Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 18--
Black or African American---- 19--
Hispanic or Latino 489.4 491.5 2.1 492.2 522Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino---- 25--
Native Hawaiian or Other Pacific Islander---- 2--
White 498.1 499.5 1.4 500.4 4782Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 492.6 497.3 4.7 494.5 5884Recovery Path: Exceeded Target
Lowest Performing 467.5 472.8 5.3 471.4 914Recovery Path: Exceeded Target
High Needs 482.4 483.7 1.3 483.9 2213Recovery Path: Met Target
English Learners and Former English Learners---- 23--
Low Income 484.1 486.9 2.8 485.8 1254Recovery Path: Exceeded Target
Students with Disabilities 475.4 475.6 0.2 478.7 1332Path Forward: Improved Below Target
American Indian or Alaska Native-------
Asian---- 18--
Black or African American---- 19--
Hispanic or Latino 487.2 494.0 6.8 490.1 504Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 25--
Native Hawaiian or Other Pacific Islander---- 2--
White 493.2 497.4 4.2 495.0 4744Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 498.9 495.6 -3.3 501.6 2070Path Forward: Declined
Lowest Performing---- 42--
High Needs 488.0 483.7 -4.3 491.4 750Path Forward: Declined
English Learners and Former English Learners---- 10--
Low Income 491.7 486.5 -5.2 495.1 390Path Forward: Declined
Students with Disabilities 480.8 478.4 -2.4 485.3 470Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 8--
Black or African American---- 4--
Hispanic or Latino---- 17--
Multi-Race, Not Hispanic or Latino---- 11--
Native Hawaiian or Other Pacific Islander-------
White 500.8 495.8 -5.0 503.8 1670Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 51.2 5733Typical Growth - High
Lowest Performing 51.3 913Typical Growth - High
High Needs 46.9 2152Typical Growth - Low
English Learners and Former English Learners- 19--
Low Income 49.7 1242Typical Growth - Low
Students with Disabilities 43.3 1292Typical Growth - Low
American Indian or Alaska Native----
Asian- 17--
Black or African American- 19--
Hispanic or Latino 46.3 482Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 22--
Native Hawaiian or Other Pacific Islander- 2--
White 52.1 4653Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 57.3 5683Typical Growth - High
Lowest Performing 56.8 913Typical Growth - High
High Needs 52.4 2113Typical Growth - High
English Learners and Former English Learners- 19--
Low Income 54.3 1203Typical Growth - High
Students with Disabilities 49.8 1282Typical Growth - Low
American Indian or Alaska Native----
Asian- 18--
Black or African American- 19--
Hispanic or Latino 58.1 463Typical Growth - High
Multi-Race, Not Hispanic or Latino- 22--
Native Hawaiian or Other Pacific Islander- 2--
White 57.3 4613Typical Growth - High

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 9.1 10.7 1.6 7.8 6170Declined
Lowest Performing 10.5 19.8 9.3 7.0 910Declined
High Needs 17.3 18.2 0.9 14.7 2360Declined
English Learners and Former English Learners---- 25--
Low Income 22.2 19.7 -2.5 18.5 1372Improved Below Target
Students with Disabilities 11.5 19.3 7.8 8.2 1400Declined
American Indian or Alaska Native-------
Asian---- 19--
Black or African American---- 19--
Hispanic or Latino 15.6 14.3 -1.3 11.9 562Improved Below Target
Multi-Race, Not Hispanic or Latino---- 26--
Native Hawaiian or Other Pacific Islander---- 2--
White 8.3 11.1 2.8 6.9 4950Declined

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 607 59999Yes 1 608 59398Yes 1 217 21097Yes 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 231 229 232 223 80 76 543 52897Yes1
English Learners and Former English Learners 25 25 25 24 11 11 61 6098Yes1
Low Income 133 131 134 127 41 40 308 29897Yes1
Students with Disabilities 136 136 137 133 50 47 323 31698Yes1
American Indian or Alaska Native-----------
Asian 19 19 19 19 9 9 47----
Black or African American 19 19 19 19 5 4 43----
Hispanic or Latino 53 52 53 50 18 17 124 11996Yes1
Multi-Race, Not Hispanic or Latino 25 25 26 25 11 11 62 6198Yes1
Native Hawaiian or Other Pacific Islander 2 2 2 2 0 0 4----
White 489 482 489 478 174 169 1,152 1,12998Yes1


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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