Massachusetts School and District Profiles

Oak Bluffs Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Oak Bluffs Elementary

Organization Information

DISTRICT NAME
Oak Bluffs (02210000)

TITLE I STATUS
Title I School

SCHOOL
Oak Bluffs Elementary (02210005)

GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

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
68% - Substantial progress toward targets	67

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	61%	73%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	68%
	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	3	4	-	4	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	7	8	20.0	8	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		5.0	9.6	-	7.2	7.6	-
Percentage of possible points		52%		-	95%		-
2026 Annual criterion-referenced target percentage		73%

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	2	4	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	8	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	1	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	1	4	10.0
Weighted total		6.4	9.6	-	4.2	7.6	-
Percentage of possible points		67%		-	55%		-
2025 Annual criterion-referenced target percentage		61%

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	85%	33%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	54%
	Substantial 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	3	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	3	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		3.4	10.3	-
Percentage of possible points		33%		-
2026 Annual criterion-referenced target percentage		33%

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	4	4	-
	Mathematics achievement	3	4	-
	Science achievement	4	4	-
	Achievement total	11	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		8.8	10.3	-
Percentage of possible points		85%		-
2025 Annual criterion-referenced target percentage		85%

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	496.1	498.7	2.6	499.0	237	3	Recovery Path: Met Target
Lowest Performing	468.5	475.4	6.9	473.4	42	4	Recovery Path: Exceeded Target
High Needs	489.2	491.5	2.3	491.7	148	3	Recovery Path: Met Target
English Learners and Former English Learners	486.3	487.5	1.2	489.9	77	2	Recovery Path: Improved Below Target
Low Income	489.2	491.8	2.6	492.6	98	2	Recovery Path: Improved Below Target
Students with Disabilities	483.2	484.7	1.5	485.7	64	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	490.5	493.1	2.6	494.2	97	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.5	503.2	2.7	503.5	112	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	500.6	500.4	-0.2	503.0	239	1	Recovery Path: No Change
Lowest Performing	476.1	483.0	6.9	481.2	42	4	Recovery Path: Exceeded Target
High Needs	493.9	492.8	-1.1	496.1	150	0	Recovery Path: Declined
English Learners and Former English Learners	493.5	491.2	-2.3	496.3	78	0	Recovery Path: Declined
Low Income	494.5	492.5	-2.0	496.9	100	0	Recovery Path: Declined
Students with Disabilities	489.4	487.5	-1.9	492.7	65	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	496.3	494.7	-1.6	499.1	98	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.4	504.8	0.4	506.5	113	2	Path Forward: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	500.0	500.9	0.9	501.8	85	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	18	-	-
High Needs	494.3	493.0	-1.3	497.7	50	0	Path Forward: Declined
English Learners and Former English Learners	488.3	489.8	1.5	491.5	26	2	Recovery Path: Improved Below Target
Low Income	490.0	494.1	4.1	492.0	35	4	Recovery Path: Exceeded Target
Students with Disabilities	493.5	486.6	-6.9	498.0	21	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	488.2	496.3	8.1	491.5	34	4	Recovery Path: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.6	506.9	1.3	508.6	40	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	60.5	190	4	Exceeded Typical Growth
Lowest Performing	60.7	42	4	Exceeded Typical Growth
High Needs	59.2	120	3	Typical Growth - High
English Learners and Former English Learners	62.4	60	4	Exceeded Typical Growth
Low Income	61.5	81	4	Exceeded Typical Growth
Students with Disabilities	56.0	51	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	7	-	-
Black or African American	-	7	-	-
Hispanic or Latino	65.5	75	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.0	92	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.0	193	3	Typical Growth - High
Lowest Performing	65.1	42	4	Exceeded Typical Growth
High Needs	57.3	123	3	Typical Growth - High
English Learners and Former English Learners	57.7	62	3	Typical Growth - High
Low Income	59.5	84	3	Typical Growth - High
Students with Disabilities	56.6	52	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	7	-	-
Black or African American	-	7	-	-
Hispanic or Latino	60.0	77	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.1	93	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	76.6	57.4	-19.2	80.6	54	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	76.6	57.4	-19.2	80.6	54	0	Declined
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	19.3	31.9	12.6	18.0	342	0	Declined
Lowest Performing	31.3	33.3	2.0	27.8	42	0	Declined
High Needs	25.8	33.5	7.7	23.2	221	0	Declined
English Learners and Former English Learners	23.1	26.8	3.7	20.1	123	0	Declined
Low Income	27.8	34.2	6.4	24.1	152	0	Declined
Students with Disabilities	22.5	36.0	13.5	19.2	89	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	21.8	26.0	4.2	18.1	150	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	15.5	33.8	18.3	14.1	157	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	249	247	99	Yes	1	250	249	100	Yes	1	91	90	99	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	159	158	160	160	56	55	375	373	99	Yes	1
English Learners and Former English Learners	86	86	87	87	32	31	205	204	100	Yes	1
Low Income	109	108	110	110	40	40	259	258	100	Yes	1
Students with Disabilities	67	67	68	68	22	22	157	157	100	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	7	7	7	7	3	3	17	-	-	-	-
Black or African American	9	9	9	9	3	3	21	-	-	-	-
Hispanic or Latino	106	106	107	107	40	39	253	252	100	Yes	1
Multi-Race, Not Hispanic or Latino	11	11	11	11	4	4	26	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	115	113	115	114	40	40	270	267	99	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