Massachusetts School and District Profiles

Oakmont Regional High School

Districts
Schools

2025

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 classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Low participation rate: Students with Disabilities

Progress toward improvement targets	Accountability percentile
50% - Substantial progress toward targets	54

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	39%	58%
Weight	40%	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)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	4	4	-	2	4	-
	Achievement total	6	12	47.5	6	12	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	5	8	22.5	7	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	3	4	-	0	4	-
	Advanced coursework completion	0	4	-	-	-	-
	Additional indicators total	3	8	10.0	0	4	10.0
Weighted total		6.5	10.7	-	5.6	10.3	-
Percentage of possible points		61%		-	54%		-
2025 Annual criterion-referenced target percentage		58%

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%

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	47%	68%
Weight	40%	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)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-
	Mathematics achievement	2	4	-
	Science achievement	4	4	-
	Achievement total	10	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	0	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	3	4	-
	High school completion total	7	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		7.3	10.7	-
Percentage of possible points		68%		-
2025 Annual criterion-referenced target percentage		68%

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%

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	147	2	Recovery Path: Improved Below Target
Lowest Performing	483.1	485.5	2.4	488.2	32	2	Path Forward: Improved Below Target
High Needs	493.3	498.1	4.8	494.3	64	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	498.1	501.0	2.9	499.3	47	4	Recovery Path: Exceeded Target
Students with Disabilities	479.4	486.3	6.9	480.9	26	4	Recovery 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	120	2	Recovery 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	147	0	Recovery Path: Declined
Lowest Performing	482.4	484.5	2.1	487.5	32	2	Path Forward: Improved Below Target
High Needs	491.6	493.7	2.1	495.4	63	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	497.4	495.1	-2.3	501.0	47	0	Path Forward: Declined
Students with Disabilities	479.7	484.6	4.9	482.4	25	4	Path 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	121	0	Recovery 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	143	4	Recovery Path: Exceeded Target
Lowest Performing	480.7	481.8	1.1	483.9	31	2	Path Forward: Improved Below Target
High Needs	490.0	496.6	6.6	492.2	61	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	492.4	499.1	6.7	495.6	45	4	Recovery Path: Exceeded Target
Students with Disabilities	483.0	485.3	2.3	486.1	25	2	Recovery 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	118	4	Recovery Path: Exceeded Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	46.3	139	2	Typical Growth - Low
Lowest Performing	51.7	32	3	Typical Growth - High
High Needs	45.9	59	2	Typical Growth - Low
English Learners and Former English Learners	-	1	-	-
Low Income	45.8	44	2	Typical Growth - Low
Students with Disabilities	47.6	22	2	Typical 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	115	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	52.1	140	3	Typical Growth - High
Lowest Performing	60.1	32	4	Exceeded Typical Growth
High Needs	50.5	59	3	Typical Growth - High
English Learners and Former English Learners	-	1	-	-
Low Income	51.0	44	3	Typical Growth - High
Students with Disabilities	50.2	22	3	Typical 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	117	3	Typical 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	158	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	93.8	92.9	-0.9	95.0	70	0	Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	91.5	93.2	1.7	95.0	59	2	Improved Below Target
Students with Disabilities	96.8	80.8	-16.0	95.0	26	0	Declined
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	134	4	Exceeded 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	165	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	90.9	95.4	4.5	94.0	65	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	89.7	93.6	3.9	93.3	47	3	Met Target
Students with Disabilities	89.3	96.8	7.5	92.3	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	95.9	98.0	2.1	95.0	153	4	Exceeded 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	631	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.9	0.9	0.0	1.0	217	3	Met Target
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	1.3	0.0	-1.3	1.2	153	4	Exceeded Target
Students with Disabilities	1.0	2.0	1.0	1.0	101	0	Declined
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	533	4	Exceeded 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	637	3	Met Target
Lowest Performing	7.9	15.6	7.7	3.1	32	0	Declined
High Needs	13.6	18.1	4.5	11.3	237	0	Declined
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	12.5	20.3	7.8	7.9	177	0	Declined
Students with Disabilities	17.1	19.6	2.5	13.5	102	0	Declined
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	535	4	Exceeded 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	316	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	41.3	39.4	-1.9	46.6	109	0	Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	52.8	47.4	-5.4	59.5	76	0	Declined
Students with Disabilities	21.7	16.0	-5.7	30.0	50	0	Declined
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	265	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	152	148	97	Yes	1	153	148	97	Yes	1	154	150	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	67	64	68	63	69	65	204	192	96	Yes	2
English Learners and Former English Learners	2	2	2	2	2	2	6	-	-	-	-
Low Income	49	47	50	47	51	48	150	142	95	Yes	1
Students with Disabilities	29	26	30	25	31	27	90	78	93	No	2
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	366	97	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