Massachusetts School and District Profiles

Oakmont Regional High School

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Schools

2024

2024 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

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
42% - Moderate progress toward targets	42

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2023	2024
Annual criterion-referenced target percentage	48%	39%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	42%
	Moderate progress toward targets

2024 Points awarded

2024 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	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	2	12	47.5	4	12	67.5
Growth	English language arts growth	1	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	3	8	22.5	3	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	4	4	-	4	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	4	8	10.0	4	4	10.0
Weighted total		4.4	10.7	-	3.8	10.3	-
Percentage of possible points		41%		-	37%		-
2024 Annual criterion-referenced target percentage		39%

2023 Points awarded

2023 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	3	4	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	47.5	-	-	-
Growth	English language arts growth	1	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	3	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	4	4	-	-	-	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	8	8	10.0	-	-	-
Weighted total		5.1	10.7	-	-	-	-
Percentage of possible points		48%		-	-		-
2023 Annual criterion-referenced target percentage		48%

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

	2023	2024
Annual criterion-referenced target percentage	29%	47%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2023 x 40%) + (2024 x 60%)	40%
	Moderate progress toward targets

2024 Points awarded

2024 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	2	4	-
	Science achievement	2	4	-
	Achievement total	4	12	47.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	8	22.5
High school completion	Four-year cohort graduation rate	4	4	-
	Extended engagement rate	2	4	-
	Annual dropout rate	4	4	-
	High school completion total	10	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	4	8	10.0
Weighted total		5.0	10.7	-
Percentage of possible points		47%		-
2024 Annual criterion-referenced target percentage		47%

2023 Points awarded

2023 Progress toward improvement targets
Indicator		High Needs Student Group (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	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	2	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	0	4	-
	High school completion total	2	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	8	8	10.0
Weighted total		3.1	10.7	-
Percentage of possible points		29%		-
2023 Annual criterion-referenced target percentage		29%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	505.2	504.5	-0.7	507.4	158	0	Recovery Path: Declined
Lowest Performing	481.6	483.1	1.5	486.7	37	2	Path Forward: Improved Below Target
High Needs	494.7	493.3	-1.4	495.7	55	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	500.5	498.1	-2.4	501.7	39	0	Recovery Path: Declined
Students with Disabilities	484.3	479.4	-4.9	485.8	26	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.5	504.4	-1.1	507.4	130	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	500.7	502.0	1.3	502.6	158	2	Recovery Path: Improved Below Target
Lowest Performing	481.8	482.4	0.6	486.9	38	2	Path Forward: Improved Below Target
High Needs	491.2	491.6	0.4	495.0	55	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	495.0	497.4	2.4	498.6	39	2	Path Forward: Improved Below Target
Students with Disabilities	486.6	479.7	-6.9	489.3	27	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.6	502.1	0.5	503.3	130	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - High school
Group	2023 Achievement	2024 Achievement	Change	2024 Target	N	Points	Reason
All Students	498.9	497.5	-1.4	502.0	155	0	Recovery Path: Declined
Lowest Performing	482.7	480.7	-2.0	485.9	38	0	Path Forward: Declined
High Needs	489.5	490.0	0.5	491.7	54	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	491.3	492.4	1.1	494.5	38	2	Recovery Path: Improved Below Target
Students with Disabilities	486.0	483.0	-3.0	489.1	26	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.7	497.1	-2.6	502.4	128	0	Recovery Path: Declined

English language arts growth - High school
Group	2024 Mean SGP	N	Points	Reason
All Students	35.7	148	1	Low Growth
Lowest Performing	35.9	37	1	Low Growth
High Needs	33.3	52	1	Low Growth
English Learners and Former English Learners	-	2	-	-
Low Income	33.2	39	1	Low Growth
Students with Disabilities	31.3	23	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	36.8	122	1	Low Growth

Mathematics growth - High school
Group	2024 Mean SGP	N	Points	Reason
All Students	44.2	150	2	Typical Growth - Low
Lowest Performing	46.7	38	2	Typical Growth - Low
High Needs	43.8	52	2	Typical Growth - Low
English Learners and Former English Learners	-	2	-	-
Low Income	46.7	39	2	Typical Growth - Low
Students with Disabilities	40.8	24	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	-	-	-
Black or African American	-	2	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.0	123	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	95.4	97.6	2.2	95.0	165	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	89.1	93.8	4.7	92.6	65	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	89.7	91.5	1.8	93.7	47	2	Improved Below Target
Students with Disabilities	85.7	96.8	11.1	90.6	31	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	4	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	95.1	97.4	2.3	95.0	153	4	Exceeded Target

Extended engagement rate - High school
Group	2021 Rate (%)	2022 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	97.0	96.2	-0.8	95.0	130	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	90.6	90.9	0.3	93.7	55	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	95.0	89.7	-5.3	95.0	39	0	Declined
Students with Disabilities	90.3	89.3	-1.0	93.3	28	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.9	95.9	-1.0	95.0	123	4	Exceeded Target

Annual dropout rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.7	0.5	-0.2	1.0	650	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	1.8	0.9	-0.9	1.6	218	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	1.9	1.3	-0.6	1.7	154	4	Exceeded Target
Students with Disabilities	4.0	1.0	-3.0	3.6	97	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	44	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.7	0.5	-0.2	1.0	568	4	Exceeded Target

Progress toward attaining English language proficiency - High school
Group	2023 Rate (%)	2024 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	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	9.8	6.7	-3.1	8.5	645	4	Exceeded Target
Lowest Performing	14.3	7.9	-6.4	9.5	38	4	Exceeded Target
High Needs	19.4	13.6	-5.8	17.1	243	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	21.1	12.5	-8.6	16.5	176	4	Exceeded Target
Students with Disabilities	24.7	17.1	-7.6	21.1	105	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	-	-	-	-	60	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.0	6.1	-3.9	8.6	540	4	Exceeded Target

Advanced coursework completion - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target	N	Points	Reason
All Students	70.5	67.0	-3.5	73.8	312	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	44.1	41.3	-2.8	49.4	104	0	Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	50.0	52.8	2.8	56.7	72	2	Improved Below Target
Students with Disabilities	29.5	21.7	-7.8	37.8	46	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	-	-	-	-	26	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	73.0	67.7	-5.3	76.5	269	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	161	160	99	Yes	1	161	160	99	Yes	1	161	161	100	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	58	57	58	57	58	58	174	172	99	Yes	1
English Learners and Former English Learners	2	2	2	2	2	2	6	-	-	-	-
Low Income	42	41	42	41	42	42	126	124	98	Yes	1
Students with Disabilities	28	27	28	28	28	28	84	83	99	Yes	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	16	16	16	16	48	-	-	-	-
Multi-Race, Not Hispanic or Latino	10	10	10	10	10	10	30	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	132	131	132	131	132	132	396	394	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