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Oakmont Regional High School
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2025 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 classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: Students with Disabilities
Progress toward improvement targetsAccountability percentile
50% - Substantial progress toward targets54

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage39%58%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		50%
Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator All students
(High school grades)		 Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-24-
Mathematics achievement04-24-
Science achievement44-24-
Achievement total61247.561267.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-44-
Growth total5822.57822.5
High school completionFour-year cohort graduation rate44----
Extended engagement rate44----
Annual dropout rate34----
High school completion total111220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism34-04-
Advanced coursework completion04----
Additional indicators total3810.00410.0
Weighted total6.510.7-5.610.3-
Percentage of possible points 61%-54%-
2025 Annual criterion-referenced target percentage58%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All students
(High school grades)		 Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-24-
Mathematics achievement24-24-
Science achievement04-04-
Achievement total21247.541267.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-24-
Growth total3822.53822.5
High school completionFour-year cohort graduation rate44----
Extended engagement rate44----
Annual dropout rate44----
High school completion total121220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion04----
Additional indicators total4810.04410.0
Weighted total4.410.7-3.810.3-
Percentage of possible points 41%-37%-
2024 Annual criterion-referenced target percentage39%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
59

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage47%68%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		60%
Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement24-
Science achievement44-
Achievement total101247.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
High school completionFour-year cohort graduation rate04-
Extended engagement rate44-
Annual dropout rate34-
High school completion total71220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion04-
Additional indicators total0810.0
Weighted total7.310.7-
Percentage of possible points 68%-
2025 Annual criterion-referenced target percentage68%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement24-
Science achievement24-
Achievement total41247.5
GrowthEnglish language arts growth14-
Mathematics growth24-
Growth total3822.5
High school completionFour-year cohort graduation rate44-
Extended engagement rate24-
Annual dropout rate44-
High school completion total101220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion04-
Additional indicators total4810.0
Weighted total5.010.7-
Percentage of possible points 47%-
2024 Annual criterion-referenced target percentage47%

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 504.5 504.8 0.3 506.7 1472Recovery Path: Improved Below Target
Lowest Performing 483.1 485.5 2.4 488.2 322Path Forward: Improved Below Target
High Needs 493.3 498.1 4.8 494.3 644Recovery Path: Exceeded Target
English Learners and Former English Learners---- 2--
Low Income 498.1 501.0 2.9 499.3 474Recovery Path: Exceeded Target
Students with Disabilities 479.4 486.3 6.9 480.9 264Recovery Path: Exceeded Target
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 3--
Hispanic or Latino---- 14--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 504.4 504.7 0.3 506.3 1202Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 502.0 500.4 -1.6 503.9 1470Recovery Path: Declined
Lowest Performing 482.4 484.5 2.1 487.5 322Path Forward: Improved Below Target
High Needs 491.6 493.7 2.1 495.4 632Path Forward: Improved Below Target
English Learners and Former English Learners---- 2--
Low Income 497.4 495.1 -2.3 501.0 470Path Forward: Declined
Students with Disabilities 479.7 484.6 4.9 482.4 254Path Forward: Exceeded Target
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 3--
Hispanic or Latino---- 13--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 502.1 500.3 -1.8 503.8 1210Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 497.5 502.8 5.3 500.6 1434Recovery Path: Exceeded Target
Lowest Performing 480.7 481.8 1.1 483.9 312Path Forward: Improved Below Target
High Needs 490.0 496.6 6.6 492.2 614Recovery Path: Exceeded Target
English Learners and Former English Learners---- 1--
Low Income 492.4 499.1 6.7 495.6 454Recovery Path: Exceeded Target
Students with Disabilities 483.0 485.3 2.3 486.1 252Recovery Path: Improved Below Target
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 3--
Hispanic or Latino---- 12--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 497.1 502.7 5.6 499.8 1184Recovery Path: Exceeded Target

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students 46.3 1392Typical Growth - Low
Lowest Performing 51.7 323Typical Growth - High
High Needs 45.9 592Typical Growth - Low
English Learners and Former English Learners- 1--
Low Income 45.8 442Typical Growth - Low
Students with Disabilities 47.6 222Typical Growth - Low
American Indian or Alaska Native----
Asian- 3--
Black or African American- 3--
Hispanic or Latino- 11--
Multi-Race, Not Hispanic or Latino- 7--
Native Hawaiian or Other Pacific Islander----
White 45.4 1152Typical Growth - Low

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students 52.1 1403Typical Growth - High
Lowest Performing 60.1 324Exceeded Typical Growth
High Needs 50.5 593Typical Growth - High
English Learners and Former English Learners- 1--
Low Income 51.0 443Typical Growth - High
Students with Disabilities 50.2 223Typical Growth - High
American Indian or Alaska Native----
Asian- 3--
Black or African American- 3--
Hispanic or Latino- 10--
Multi-Race, Not Hispanic or Latino- 7--
Native Hawaiian or Other Pacific Islander----
White 50.1 1173Typical Growth - High

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 97.6 96.2 -1.4 95.0 1584Exceeded Target
Lowest Performing-------
High Needs 93.8 92.9 -0.9 95.0 700Declined
English Learners and Former English Learners---- 2--
Low Income 91.5 93.2 1.7 95.0 592Improved Below Target
Students with Disabilities 96.8 80.8 -16.0 95.0 260Declined
American Indian or Alaska Native---- 1--
Asian---- 2--
Black or African American---- 3--
Hispanic or Latino---- 16--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 97.4 96.3 -1.1 95.0 1344Exceeded Target

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students 96.2 98.2 2.0 95.0 1654Exceeded Target
Lowest Performing-------
High Needs 90.9 95.4 4.5 94.0 654Exceeded Target
English Learners and Former English Learners---- 1--
Low Income 89.7 93.6 3.9 93.3 473Met Target
Students with Disabilities 89.3 96.8 7.5 92.3 314Exceeded 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 95.9 98.0 2.1 95.0 1534Exceeded Target

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 0.5 0.5 0.0 1.0 6313Met Target
Lowest Performing-------
High Needs 0.9 0.9 0.0 1.0 2173Met Target
English Learners and Former English Learners---- 2--
Low Income 1.3 0.0 -1.3 1.2 1534Exceeded Target
Students with Disabilities 1.0 2.0 1.0 1.0 1010Declined
American Indian or Alaska Native---- 1--
Asian---- 9--
Black or African American---- 9--
Hispanic or Latino---- 55--
Multi-Race, Not Hispanic or Latino---- 24--
Native Hawaiian or Other Pacific Islander-------
White 0.5 0.4 -0.1 1.0 5334Exceeded 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 6.7 10.0 3.3 5.4 6373Met Target
Lowest Performing 7.9 15.6 7.7 3.1 320Declined
High Needs 13.6 18.1 4.5 11.3 2370Declined
English Learners and Former English Learners---- 9--
Low Income 12.5 20.3 7.8 7.9 1770Declined
Students with Disabilities 17.1 19.6 2.5 13.5 1020Declined
American Indian or Alaska Native-------
Asian---- 10--
Black or African American---- 13--
Hispanic or Latino---- 56--
Multi-Race, Not Hispanic or Latino---- 23--
Native Hawaiian or Other Pacific Islander-------
White 6.1 8.6 2.5 4.7 5354Exceeded Target

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 67.0 64.6 -2.4 70.3 3160Declined
Lowest Performing-------
High Needs 41.3 39.4 -1.9 46.6 1090Declined
English Learners and Former English Learners---- 2--
Low Income 52.8 47.4 -5.4 59.5 760Declined
Students with Disabilities 21.7 16.0 -5.7 30.0 500Declined
American Indian or Alaska Native-------
Asian---- 6--
Black or African American---- 7--
Hispanic or Latino---- 25--
Multi-Race, Not Hispanic or Latino---- 13--
Native Hawaiian or Other Pacific Islander-------
White 67.7 65.3 -2.4 71.2 2650Declined

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 152 14897Yes 1 153 14897Yes 1 154 15097Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 67 64 68 63 69 65 204 19296Yes2
English Learners and Former English Learners 2 2 2 2 2 2 6----
Low Income 49 47 50 47 51 48 150 14295Yes1
Students with Disabilities 29 26 30 25 31 27 90 7893No2
American Indian or Alaska Native-----------
Asian 3 3 3 3 3 3 9----
Black or African American 3 3 3 3 3 3 9----
Hispanic or Latino 14 14 14 13 14 14 42----
Multi-Race, Not Hispanic or Latino 7 7 7 7 7 7 21----
Native Hawaiian or Other Pacific Islander-----------
White 125 121 126 122 127 123 378 36697Yes1


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.


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