Massachusetts School and District Profiles

Oliver Ames High

Districts
Schools

2025

2025 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

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
35% - Moderate progress toward targets	70

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	39%	32%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	35%
	Moderate progress toward targets

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	0	4	-	0	4	-
	Mathematics achievement	3	4	-	0	4	-
	Science achievement	2	4	-	0	4	-
	Achievement total	5	12	47.5	0	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	22.5	4	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	0	4	-	0	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	2	8	10.0	0	4	10.0
Weighted total		5.9	10.7	-	0.9	10.3	-
Percentage of possible points		55%		-	9%		-
2025 Annual criterion-referenced target percentage		32%

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	1	4	-	0	4	-
	Mathematics achievement	3	4	-	1	4	-
	Science achievement	0	4	-	0	4	-
	Achievement total	4	12	47.5	1	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	3	4	-	0	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	7	8	10.0	0	4	10.0
Weighted total		6.4	10.7	-	1.8	10.3	-
Percentage of possible points		60%		-	18%		-
2024 Annual criterion-referenced target percentage		39%

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

	2024	2025
Annual criterion-referenced target percentage	33%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	34%
	Moderate progress toward targets

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	1	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	1	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	3	4	-
	High school completion total	10	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	3	4	-
	Additional indicators total	3	8	10.0
Weighted total		3.7	10.7	-
Percentage of possible points		35%		-
2025 Annual criterion-referenced target percentage		35%

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	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	3	4	-
	Extended engagement rate	3	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	2	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	4	8	10.0
Weighted total		3.5	10.7	-
Percentage of possible points		33%		-
2024 Annual criterion-referenced target percentage		33%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	510.8	507.4	-3.4	512.8	256	0	Recovery Path: Declined
Lowest Performing	487.9	484.3	-3.6	493.0	59	0	Path Forward: Declined
High Needs	494.6	494.2	-0.4	497.2	81	1	Path Forward: No Change
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	500.5	499.6	-0.9	503.0	49	0	Path Forward: Declined
Students with Disabilities	483.5	484.7	1.2	485.6	49	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	25	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	512.3	508.4	-3.9	514.7	191	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	509.7	509.4	-0.3	511.2	256	3	Recovery Path: Met Target
Lowest Performing	489.8	485.1	-4.7	494.9	59	0	Path Forward: Declined
High Needs	496.0	493.7	-2.3	499.8	80	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	499.7	497.8	-1.9	503.3	48	0	Path Forward: Declined
Students with Disabilities	488.4	485.9	-2.5	491.1	49	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	25	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	511.2	510.9	-0.3	512.6	190	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	505.0	505.3	0.3	508.1	251	2	Recovery Path: Improved Below Target
Lowest Performing	486.1	481.7	-4.4	489.3	59	0	Path Forward: Declined
High Needs	492.6	490.5	-2.1	496.4	79	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	497.0	493.1	-3.9	499.5	47	0	Recovery Path: Declined
Students with Disabilities	484.7	482.7	-2.0	486.7	49	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	21	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	505.4	507.1	1.7	507.9	191	2	Recovery Path: Improved Below Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	51.9	249	3	Typical Growth - High
Lowest Performing	46.9	59	2	Typical Growth - Low
High Needs	45.2	81	2	Typical Growth - Low
English Learners and Former English Learners	-	2	-	-
Low Income	48.8	49	2	Typical Growth - Low
Students with Disabilities	42.9	49	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	8	-	-
Black or African American	-	24	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	2	-	-
White	51.6	187	3	Typical Growth - High

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	45.7	247	2	Typical Growth - Low
Lowest Performing	44.9	59	2	Typical Growth - Low
High Needs	44.8	78	2	Typical Growth - Low
English Learners and Former English Learners	-	2	-	-
Low Income	46.0	47	2	Typical Growth - Low
Students with Disabilities	45.0	47	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	8	-	-
Black or African American	-	24	-	-
Hispanic or Latino	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	13	-	-
Native Hawaiian or Other Pacific Islander	-	2	-	-
White	44.5	184	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	96.0	97.8	1.8	95.0	268	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	92.1	94.5	2.4	95.0	109	3	Met Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	93.2	96.2	3.0	95.0	79	4	Exceeded Target
Students with Disabilities	90.3	94.4	4.1	95.0	54	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	-	-	-	-	21	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	96.9	98.6	1.7	95.0	215	4	Exceeded Target

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.2	98.2	0.0	95.0	278	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	94.9	96.8	1.9	95.0	126	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	93.9	96.6	2.7	95.0	88	4	Exceeded Target
Students with Disabilities	96.8	96.8	0.0	95.0	62	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	22	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.1	98.7	-0.4	95.0	224	4	Exceeded Target

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.2	0.2	0.0	1.0	1,066	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.3	0.6	0.3	1.0	339	3	Met Target
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	0.0	0.5	0.5	1.0	204	3	Met Target
Students with Disabilities	0.0	0.5	0.5	1.0	197	3	Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	40	-	-
Black or African American	-	-	-	-	85	-	-
Hispanic or Latino	-	-	-	-	77	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	35	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	0.1	0.1	0.0	1.0	825	3	Met Target

Progress toward attaining English language proficiency - 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 - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	12.1	13.2	1.1	10.8	1,042	0	Declined
Lowest Performing	17.3	33.9	16.6	12.5	59	0	Declined
High Needs	21.0	24.9	3.9	18.7	321	0	Declined
English Learners and Former English Learners	-	-	-	-	34	-	-
Low Income	23.9	26.2	2.3	19.3	214	0	Declined
Students with Disabilities	19.9	26.9	7.0	16.3	160	0	Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	37	-	-
Black or African American	-	-	-	-	104	-	-
Hispanic or Latino	-	-	-	-	76	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	44	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	11.8	12.2	0.4	10.4	776	3	Met Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	69.4	69.7	0.3	72.7	538	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	39.9	45.6	5.7	45.2	160	3	Met Target
English Learners and Former English Learners	-	-	-	-	20	-	-
Low Income	43.5	49.1	5.6	50.2	108	2	Improved Below Target
Students with Disabilities	24.7	30.9	6.2	33.0	81	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	22	-	-
Black or African American	-	-	-	-	50	-	-
Hispanic or Latino	-	-	-	-	43	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	73.3	73.7	0.4	76.8	407	2	Improved Below Target

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	261	259	99	Yes	1	261	259	99	Yes	1	262	261	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	85	84	84	83	85	84	254	251	99	Yes	1
English Learners and Former English Learners	3	3	3	3	3	3	9	-	-	-	-
Low Income	52	52	51	51	52	52	155	155	100	Yes	1
Students with Disabilities	51	50	51	50	51	50	153	150	98	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	8	8	8	8	8	8	24	-	-	-	-
Black or African American	26	26	26	26	26	26	78	78	100	Yes	1
Hispanic or Latino	18	18	18	18	18	18	54	-	-	-	-
Multi-Race, Not Hispanic or Latino	14	13	14	14	14	14	42	-	-	-	-
Native Hawaiian or Other Pacific Islander	2	2	2	2	2	2	6	-	-	-	-
White	192	191	192	190	193	192	577	573	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