Massachusetts School and District Profiles

Oakmont Regional High School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Oakmont Regional High School

Organization Information

DISTRICT NAME
Ashburnham-Westminster (06100000)

TITLE I STATUS
Non-Title I School

SCHOOL
Oakmont Regional High School (06100505)

GRADES SERVED
09,10,11,12

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: Students with Disabilities -High Needs

Progress toward improvement targets	Accountability percentile
36% - Moderate progress toward targets	55

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	58%	22%
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		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	0	4	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	0	12	47.5	0	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	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	0	4	-	1	4	-
	Advanced coursework completion	1	4	-	-	-	-
	Additional indicators total	1	8	10.0	1	4	10.0
Weighted total		3.4	10.7	-	1.2	10.3	-
Percentage of possible points		32%		-	12%		-
2026 Annual criterion-referenced target percentage		22%

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	2	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	4	4	-	2	4	-
	Achievement total	6	12	47.5	6	12	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	5	8	22.5	7	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	11	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	3	8	10.0	0	4	10.0
Weighted total		6.5	10.7	-	5.6	10.3	-
Percentage of possible points		61%		-	54%		-
2025 Annual criterion-referenced target percentage		58%

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	68%	36%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	49%
	Moderate progress toward targets

2026 Points awarded

2026 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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	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	0	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	4	8	10.0
Weighted total		3.9	10.7	-
Percentage of possible points		36%		-
2026 Annual criterion-referenced target percentage		36%

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	4	4	-
	Mathematics achievement	2	4	-
	Science achievement	4	4	-
	Achievement total	10	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	0	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	3	4	-
	High school completion total	7	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		7.3	10.7	-
Percentage of possible points		68%		-
2025 Annual criterion-referenced target percentage		68%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	504.8	499.9	-4.9	507.0	151	0	Recovery Path: Declined
Lowest Performing	485.5	479.1	-6.4	490.6	31	0	Path Forward: Declined
High Needs	498.1	491.9	-6.2	500.7	44	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	501.0	496.2	-4.8	502.2	33	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	19	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.7	501.7	-3.0	506.6	132	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	500.4	499.1	-1.3	502.3	151	0	Recovery Path: Declined
Lowest Performing	484.5	483.7	-0.8	489.6	31	0	Path Forward: Declined
High Needs	493.7	492.0	-1.7	497.5	43	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	495.1	495.1	0.0	498.7	32	1	Path Forward: No Change
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.3	500.2	-0.1	502.0	133	1	Recovery Path: No Change

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	502.8	499.4	-3.4	505.9	143	0	Recovery Path: Declined
Lowest Performing	481.8	478.8	-3.0	485.0	31	0	Path Forward: Declined
High Needs	496.6	492.4	-4.2	500.4	38	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	499.1	495.0	-4.1	502.4	30	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	18	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	1	-	-
Hispanic or Latino	-	-	-	-	12	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.7	501.1	-1.6	505.4	128	0	Recovery Path: Declined

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.7	141	2	Typical Growth - Low
Lowest Performing	42.6	31	2	Typical Growth - Low
High Needs	42.6	37	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	41.3	27	2	Typical Growth - Low
Students with Disabilities	-	16	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.7	126	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.9	140	2	Typical Growth - Low
Lowest Performing	55.0	31	3	Typical Growth - High
High Needs	54.5	36	3	Typical Growth - High
English Learners and Former English Learners	-	1	-	-
Low Income	55.4	26	3	Typical Growth - High
Students with Disabilities	-	15	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.8	126	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.2	98.7	2.5	95.0	151	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	92.9	97.0	4.1	95.0	66	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	93.2	98.0	4.8	95.0	50	4	Exceeded Target
Students with Disabilities	-	-	-	-	26	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.3	99.2	2.9	95.0	132	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.2	97.5	-0.7	95.0	158	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	95.4	95.7	0.3	95.0	70	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	93.6	94.9	1.3	95.0	59	3	Met Target
Students with Disabilities	-	-	-	-	26	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.0	97.8	-0.2	95.0	134	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.5	0.2	-0.3	1.0	629	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.9	0.5	-0.4	1.0	208	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	0.0	0.7	0.7	1.0	145	3	Met Target
Students with Disabilities	-	-	-	-	98	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	-	-	-	-	48	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.4	0.0	-0.4	1.0	536	4	Exceeded Target

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	10.0	21.9	11.9	8.7	644	0	Declined
Lowest Performing	15.6	16.1	0.5	10.8	31	1	No Change
High Needs	18.1	32.5	14.4	15.8	231	0	Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	20.3	35.2	14.9	15.7	176	0	Declined
Students with Disabilities	-	-	-	-	101	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	-	-	-	-	72	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	8.6	22.2	13.6	7.2	531	0	Declined

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	64.6	64.5	-0.1	67.9	313	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	39.4	47.9	8.5	44.7	117	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	47.4	54.0	6.6	54.1	87	3	Met Target
Students with Disabilities	-	-	-	-	53	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	33	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	65.3	63.5	-1.8	68.8	255	0	Declined

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	157	153	97	Yes	1	158	153	97	Yes	1	158	153	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	47	45	48	44	48	44	143	133	94	No	2
English Learners and Former English Learners	2	2	3	2	3	3	8	-	-	-	-
Low Income	33	33	34	32	34	33	101	98	97	Yes	1
Students with Disabilities	22	20	23	19	23	20	68	59	87	No	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	1	1	1	1	1	1	3	-	-	-	-
Black or African American	2	2	2	2	2	2	6	-	-	-	-
Hispanic or Latino	16	16	17	15	17	17	50	-	-	-	-
Multi-Race, Not Hispanic or Latino	2	2	2	2	2	2	6	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	136	132	136	133	136	131	408	396	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