Massachusetts School and District Profiles

Oliver Ames High

Districts
Schools

2019

2019 Official Accountability Report - Oliver Ames High

Organization Information

DISTRICT NAME
Easton (00880000)

TITLE I STATUS
Non-Title I School

SCHOOL
Oliver Ames High (00880505)

GRADES SERVED
09,10,11,12

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
56% - Substantial progress toward targets	74

OVERALL RESULTS
SUBGROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2018	2019
Annual criterion-referenced target percentage	84%	37%
Weight	40%	60%
Cumulative criterion-referenced target percentage (2018 x 40%) + (2019 x 60%)	56%
	Substantial progress toward targets

2019 Points awarded

2019 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	-	1	4	-
	Mathematics achievement	1	4	-	0	4	-
	Science achievement	1	4	-	0	4	-
	Achievement total	6	12	47.5	1	12	67.5
Growth	English language arts growth	3	4	-	1	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	5	8	22.5	2	8	22.5
High school completion	Four-year cohort graduation rate	3	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	10	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	2	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	5	8	10.0	2	4	10.0
Weighted total		6.5	10.7	-	1.3	10.3	-
Percentage of possible points		61%		-	13%		-
2019 Annual criterion-referenced target percentage		37%

2018 Points awarded

2018 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	-	4	4	-
	Mathematics achievement	3	4	-	4	4	-
	Science achievement	4	4	-	4	4	-
	Achievement total	11	12	47.5	12	12	67.5
Growth	English language arts growth	3	4	-	1	4	-
	Mathematics growth	2	4	-	1	4	-
	Growth total	5	8	22.5	2	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-	-	-	-
	Extended engagement rate	3	4	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	10	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	2	8	10.0	4	4	10.0
Weighted total		8.6	10.7	-	9.0	10.3	-
Percentage of possible points		80%		-	87%		-
2018 Annual criterion-referenced target percentage		84%

Overall progress toward improvement targets

	2018	2019
Annual criterion-referenced target percentage	82%	25%
Weight	40%	60%
Cumulative criterion-referenced target percentage (2018 x 40%) + (2019 x 60%)	48%
	Moderate progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator		High needs Subgroup (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	1	12	47.5
Growth	English language arts growth	1	4	-
	Mathematics growth	1	4	-
	Growth total	2	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	3	4	-
	Annual dropout rate	3	4	-
	High school completion total	6	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	6	8	10.0
Weighted total		2.7	10.7	-
Percentage of possible points		25%		-
2019 Annual criterion-referenced target percentage		25%

2018 Points awarded

2018 Progress toward improvement targets
Indicator		High needs Subgroup (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	4	4	-
	Achievement total	12	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	3	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	11	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		8.8	10.7	-
Percentage of possible points		82%		-
2018 Annual criterion-referenced target percentage		82%

Subgroup percentile

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

Detailed data for each indicator

English language arts achievement - MCAS Composite Performance Index (CPI) - High school
About the Data
Group	2018 Achievement	2019 Achievement	Change	2019 Target	N	Points	Reason
All Students	99.6	99.3	-0.3	100.0	276	4	Exceeded Target
Lowest Performing	98.8	97.0	-1.8	100.0	66	1	No Change
High needs	98.6	96.8	-1.8	100.0	63	1	No Change
Econ. Disadvantaged	100.0	96.7	-3.3	100.0	30	0	Declined
EL and Former EL	-	-	-	-	4	-	-
Students w/ disabilities	97.1	95.2	-1.9	99.2	42	1	No Change
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Afr. Amer./Black	-	-	-	-	21	-	-
Hispanic/Latino	-	-	-	-	13	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	7	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	99.5	99.7	0.2	100.0	226	4	Exceeded Target

Mathematics achievement - MCAS Composite Performance Index (CPI) - High school
About the Data
Group	2018 Achievement	2019 Achievement	Change	2019 Target	N	Points	Reason
All Students	97.3	96.8	-0.5	98.9	276	1	No Change
Lowest Performing	90.2	87.5	-2.7	92.3	66	0	Declined
High needs	93.6	89.3	-4.3	95.6	63	0	Declined
Econ. Disadvantaged	96.3	88.3	-8.0	98.6	30	0	Declined
EL and Former EL	-	-	-	-	4	-	-
Students w/ disabilities	89.3	86.3	-3.0	91.9	42	0	Declined
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Afr. Amer./Black	-	-	-	-	21	-	-
Hispanic/Latino	-	-	-	-	13	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	7	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	98.3	98.6	0.3	99.9	226	4	Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - High school
About the Data
Group	2018 Achievement	2019 Achievement	Change	2019 Target	N	Points	Reason
All Students	94.1	93.7	-0.4	95.8	265	1	No Change
Lowest Performing	82.5	77.7	-4.8	84.8	66	0	Declined
High needs	85.2	79.4	-5.8	87.8	57	0	Declined
Econ. Disadvantaged	87.5	84.4	-3.1	89.5	24	0	Declined
EL and Former EL	-	-	-	-	2	-	-
Students w/ disabilities	80.3	75.0	-5.3	82.8	42	0	Declined
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Afr. Amer./Black	-	-	-	-	18	-	-
Hispanic/Latino	-	-	-	-	10	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	7	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	94.8	94.9	0.1	96.5	221	2	Improved Below Target

English language arts growth - High school
About the Data
Group	2019 Mean SGP	N	Points	Reason
All Students	50.3	264	3	Typical Growth - High
Lowest Performing	31.0	64	1	Low Growth
High needs	36.6	58	1	Low Growth
Econ. Disadvantaged	43.9	27	2	Typical Growth - Low
EL and Former EL	-	3	-	-
Students w/ disabilities	30.7	39	1	Low Growth
Amer. Ind. or Alaska Nat.	-	-	-	-
Asian	-	9	-	-
Afr. Amer./Black	-	19	-	-
Hispanic/Latino	-	11	-	-
Multi-race, Non-Hisp./Lat.	-	6	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-
White	51.9	219	3	Typical Growth - High

Mathematics growth - High school
About the Data
Group	2019 Mean SGP	N	Points	Reason
All Students	43.6	265	2	Typical Growth - Low
Lowest Performing	30.4	64	1	Low Growth
High needs	33.8	58	1	Low Growth
Econ. Disadvantaged	37.2	27	1	Low Growth
EL and Former EL	-	3	-	-
Students w/ disabilities	28.8	39	0	Very Low Growth
Amer. Ind. or Alaska Nat.	-	-	-	-
Asian	-	9	-	-
Afr. Amer./Black	-	19	-	-
Hispanic/Latino	-	11	-	-
Multi-race, Non-Hisp./Lat.	-	6	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-
White	43.0	220	2	Typical Growth - Low

Four-year cohort graduation rate - High school
About the Data
Group	2017 Rate (%)	2018 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.0	98.1	-0.9	100.0	324	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High needs	96.5	94.8	-1.7	99.7	96	0	Declined
Econ. Disadvantaged	94.2	94.8	0.6	97.8	58	2	Improved Below Target
EL and Former EL	-	-	-	-	4	-	-
Students w/ disabilities	95.7	92.5	-3.2	99.6	53	0	Declined
Amer. Ind. or Alaska Nat.	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Afr. Amer./Black	-	-	-	-	14	-	-
Hispanic/Latino	-	-	-	-	19	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	12	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	99.2	98.5	-0.7	100.0	265	4	Exceeded Target

Extended engagement rate - High school
About the Data
Group	2016 Rate (%)	2017 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.5	99.7	1.2	99.5	294	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High needs	97.1	98.8	1.7	99.7	86	3	Met Target
Econ. Disadvantaged	97.3	98.1	0.8	100.0	52	3	Met Target
EL and Former EL	-	-	-	-	4	-	-
Students w/ disabilities	95.2	100.0	4.8	98.7	46	4	Exceeded Target
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Afr. Amer./Black	-	-	-	-	13	-	-
Hispanic/Latino	-	-	-	-	12	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	11	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	1	-	-
White	99.6	99.6	0.0	100.0	244	4	Exceeded Target

Annual dropout rate - High school
About the Data
Group	2017 Rate (%)	2018 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.1	0.5	0.4	1.0	1,182	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High needs	0.0	0.7	0.7	1.0	278	3	Met Target
Econ. Disadvantaged	0.0	0.8	0.8	1.0	127	3	Met Target
EL and Former EL	-	-	-	-	9	-	-
Students w/ disabilities	0.0	1.1	1.1	1.0	190	0	Declined
Amer. Ind. or Alaska Nat.	-	-	-	-	3	-	-
Asian	-	-	-	-	43	-	-
Afr. Amer./Black	-	-	-	-	65	-	-
Hispanic/Latino	-	-	-	-	58	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	35	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	0.1	0.3	0.2	1.0	978	3	Met Target

Progress toward attaining English language proficiency - High school
About the Data
Group	2018 Rate (%)	2019 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High needs	-	-	-	-	-	-	-
Econ. Disadvantaged	-	-	-	-	-	-	-
EL and Former EL	-	-	-	-	-	-	-
Students w/ disabilities	-	-	-	-	-	-	-
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Afr. Amer./Black	-	-	-	-	-	-	-
Hispanic/Latino	-	-	-	-	-	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	-	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Chronic absenteeism - High school
About the Data
Group	2018 Rate (%)	2019 Rate (%)	Change	Target	N	Points	Reason
All Students	8.8	7.2	-1.6	7.7	1,140	3	Met Target
Lowest Performing	14.1	13.6	-0.5	10.1	66	2	Improved Below Target
High needs	21.6	16.6	-5.0	18.5	296	4	Exceeded Target
Econ. Disadvantaged	22.0	19.0	-3.0	17.8	121	2	Improved Below Target
EL and Former EL	-	-	-	-	29	-	-
Students w/ disabilities	24.2	20.8	-3.4	20.3	183	3	Met Target
Amer. Ind. or Alaska Nat.	-	-	-	-	4	-	-
Asian	-	-	-	-	39	-	-
Afr. Amer./Black	-	-	-	-	77	-	-
Hispanic/Latino	-	-	-	-	57	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	35	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	7.7	6.8	-0.9	6.3	928	3	Met Target

Advanced coursework completion - High school
About the Data
Group	2018 Rate (%)	2019 Rate (%)	Change	Target	N	Points	Reason
All Students	66.2	67.6	1.4	68.9	562	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High needs	33.5	35.0	1.5	40.1	140	2	Improved Below Target
Econ. Disadvantaged	42.2	45.9	3.7	49.9	74	2	Improved Below Target
EL and Former EL	-	-	-	-	8	-	-
Students w/ disabilities	21.4	17.3	-4.1	28.6	81	0	Declined
Amer. Ind. or Alaska Nat.	-	-	-	-	2	-	-
Asian	-	-	-	-	19	-	-
Afr. Amer./Black	-	-	-	-	31	-	-
Hispanic/Latino	-	-	-	-	28	-	-
Multi-race, Non-Hisp./Lat.	-	-	-	-	15	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-
White	67.1	67.9	0.8	69.9	467	2	Improved Below Target

Assessment participation - All students
About the Data
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	279	279	100	Yes	1	279	279	100	Yes	1	279	279	100	Yes	1

Assessment participation - Subgroups
About the Data
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	66	66	66	66	66	66	198	198	100	Yes	1
Econ. Disadvantaged	32	32	32	32	32	32	96	96	100	Yes	1
EL and Former EL	7	7	7	7	7	7	21	-	-	-	-
Students w/ disabilities	42	42	42	42	42	42	126	126	100	Yes	1
Amer. Ind. or Alaska Nat.	-	-	-	-	-	-	-	-	-	-	-
Asian	10	10	10	10	10	10	30	-	-	-	-
Afr. Amer./Black	22	22	22	22	22	22	66	66	100	Yes	1
Hispanic/Latino	13	13	13	13	13	13	39	-	-	-	-
Multi-race, Non-Hisp./Lat.	7	7	7	7	7	7	21	-	-	-	-
Nat. Haw. or Pacif. Isl.	-	-	-	-	-	-	-	-	-	-	-
White	227	227	227	227	227	227	681	681	100	Yes	1

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.

Resources

Interpretive Materials

Glossary of 2019 Accountability Terms