Massachusetts School and District Profiles

Oliver Ames High

Districts
Schools

2026

Accountability Report

2026 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	74

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	32%	38%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	35%
	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	-	2	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	2	4	-
	Achievement total	0	12	47.5	4	12	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	1	4	-	2	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	2	4	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	4	8	10.0	4	4	10.0
Weighted total		3.7	10.7	-	4.2	10.3	-
Percentage of possible points		35%		-	41%		-
2026 Annual criterion-referenced target percentage		38%

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%

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	35%	37%
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		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	2	4	-
	Achievement total	2	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	4	-
	Growth total	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	0	4	-
	Advanced coursework completion	0	4	-
	Additional indicators total	0	8	10.0
Weighted total		4.0	10.7	-
Percentage of possible points		37%		-
2026 Annual criterion-referenced target percentage		37%

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%

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	507.4	505.4	-2.0	509.4	234	0	Recovery Path: Declined
Lowest Performing	484.3	484.9	0.6	489.4	50	2	Path Forward: Improved Below Target
High Needs	494.2	491.2	-3.0	496.8	69	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	499.6	494.8	-4.8	502.1	44	0	Path Forward: Declined
Students with Disabilities	484.7	486.1	1.4	486.8	34	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	504.3	500.4	-3.9	508.3	25	0	Path Forward: Declined
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.4	507.5	-0.9	510.8	171	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	509.4	506.0	-3.4	510.9	233	0	Recovery Path: Declined
Lowest Performing	485.1	483.3	-1.8	490.2	50	0	Path Forward: Declined
High Needs	493.7	492.0	-1.7	497.5	68	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	497.8	496.3	-1.5	501.4	43	0	Path Forward: Declined
Students with Disabilities	485.9	485.1	-0.8	488.6	34	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	502.9	497.2	-5.7	508.0	25	0	Path Forward: Declined
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.9	507.6	-3.3	512.3	170	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	505.3	504.6	-0.7	508.4	221	0	Recovery Path: Declined
Lowest Performing	481.7	483.3	1.6	484.9	49	2	Path Forward: Improved Below Target
High Needs	490.5	491.0	0.5	494.3	64	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	493.1	496.1	3.0	495.6	41	3	Recovery Path: Met Target
Students with Disabilities	482.7	482.1	-0.6	484.7	34	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	493.9	496.3	2.4	496.9	22	2	Path Forward: Improved Below Target
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.1	505.9	-1.2	509.6	166	3	Recovery Path: Met Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.1	211	3	Typical Growth - High
Lowest Performing	54.1	50	3	Typical Growth - High
High Needs	48.9	57	2	Typical Growth - Low
English Learners and Former English Learners	-	5	-	-
Low Income	48.7	35	2	Typical Growth - Low
Students with Disabilities	51.3	32	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	18	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.8	160	3	Typical Growth - High

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	37.6	211	1	Low Growth
Lowest Performing	40.0	50	2	Typical Growth - Low
High Needs	32.9	55	1	Low Growth
English Learners and Former English Learners	-	5	-	-
Low Income	30.3	35	1	Low Growth
Students with Disabilities	35.8	30	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	-	18	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	36.5	160	1	Low Growth

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	97.8	98.6	0.8	95.0	291	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	94.5	96.2	1.7	95.0	105	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	96.2	96.1	-0.1	95.0	77	4	Exceeded Target
Students with Disabilities	94.4	94.0	-0.4	95.0	50	1	No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	27	-	-
Hispanic or Latino	-	-	-	-	23	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	98.6	98.7	0.1	95.0	223	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	98.2	98.9	0.7	95.0	268	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	96.8	97.2	0.4	95.0	109	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	96.6	97.5	0.9	95.0	79	4	Exceeded Target
Students with Disabilities	96.8	98.1	1.3	95.0	54	4	Exceeded 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	98.7	99.5	0.8	95.0	215	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.2	0.0	-0.2	1.0	1,035	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.6	0.0	-0.6	1.0	318	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	26	-	-
Low Income	0.5	0.0	-0.5	1.0	191	4	Exceeded Target
Students with Disabilities	0.5	0.0	-0.5	1.0	179	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	38	-	-
Black or African American	0.0	0.0	0.0	1.0	100	4	Exceeded Target
Hispanic or Latino	-	-	-	-	75	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	43	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	0.1	0.0	-0.1	1.0	774	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	13.2	12.5	-0.7	11.9	994	2	Improved Below Target
Lowest Performing	33.9	18.0	-15.9	29.1	50	4	Exceeded Target
High Needs	24.9	27.5	2.6	22.6	305	0	Declined
English Learners and Former English Learners	-	-	-	-	31	-	-
Low Income	26.2	28.4	2.2	21.6	201	0	Declined
Students with Disabilities	26.9	30.1	3.2	23.3	143	0	Declined
American Indian or Alaska Native	-	-	-	-	6	-	-
Asian	-	-	-	-	36	-	-
Black or African American	9.6	7.6	-2.0	6.6	105	4	Exceeded Target
Hispanic or Latino	-	-	-	-	84	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	45	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	12.2	11.7	-0.5	10.8	715	3	Met Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	69.7	70.0	0.3	73.0	504	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	45.6	42.2	-3.4	50.9	154	0	Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	49.1	49.0	-0.1	55.8	104	1	No Change
Students with Disabilities	30.9	23.7	-7.2	39.2	76	0	Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	21	-	-
Black or African American	48.0	62.0	14.0	53.5	50	4	Exceeded Target
Hispanic or Latino	-	-	-	-	36	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	22	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	73.7	73.0	-0.7	77.2	371	1	No Change

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	240	239	100	Yes	1	239	238	100	Yes	1	239	233	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	74	74	73	73	73	70	220	217	99	Yes	1
English Learners and Former English Learners	9	9	9	9	7	7	25	-	-	-	-
Low Income	49	49	48	48	48	45	145	142	98	Yes	1
Students with Disabilities	35	35	35	35	35	35	105	105	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	8	8	8	8	8	8	24	-	-	-	-
Black or African American	27	27	27	27	26	24	80	78	98	Yes	1
Hispanic or Latino	15	15	15	15	14	14	44	-	-	-	-
Multi-Race, Not Hispanic or Latino	18	18	18	18	18	18	54	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	172	171	171	170	173	169	516	510	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