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Oakham Center
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2025
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2025 Official Accountability Report - Oakham Center
Organization Information
DISTRICT NAME
Quabbin (07530000)		TITLE I STATUS
Non-Title I School
SCHOOL
Oakham Center (07530025)		GRADES SERVED
K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: High Needs -All Students
Progress toward improvement targetsAccountability percentile
34% - Moderate progress toward targets42

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage74%7%
Weight40%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 All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04----
Mathematics achievement04----
Science achievement04----
Achievement total01267.5---
GrowthEnglish language arts growth24----
Mathematics growth14----
Growth total3822.5---
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total0.710.3----
Percentage of possible points 7%---
2025 Annual criterion-referenced target percentage7%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44----
Mathematics achievement34----
Science achievement24----
Achievement total91267.5---
GrowthEnglish language arts growth34----
Mathematics growth24----
Growth total5822.5---
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total7.610.3----
Percentage of possible points 74%---
2024 Annual criterion-referenced target percentage74%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
31

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage67%8%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		32%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
GrowthEnglish language arts growth24-
Mathematics growth04-
Growth total2822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total0.67.6-
Percentage of possible points 8%-
2025 Annual criterion-referenced target percentage8%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement24-
Science achievement---
Achievement total6867.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total5.17.6-
Percentage of possible points 67%-
2024 Annual criterion-referenced target percentage67%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 500.0 497.4 -2.6 502.5 750Recovery Path: Declined
Lowest Performing---- 19--
High Needs 490.7 485.1 -5.6 493.6 290Path Forward: Declined
English Learners and Former English Learners---- 1--
Low Income 488.8 486.6 -2.2 491.2 200Path Forward: Declined
Students with Disabilities---- 17--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 2--
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 500.5 498.1 -2.4 503.3 650Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 495.9 493.2 -2.7 498.3 750Recovery Path: Declined
Lowest Performing---- 19--
High Needs 487.7 480.5 -7.2 490.4 290Path Forward: Declined
English Learners and Former English Learners---- 1--
Low Income 487.1 484.1 -3.0 489.9 200Path Forward: Declined
Students with Disabilities---- 17--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 2--
Hispanic or Latino---- 6--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 496.5 493.6 -2.9 498.9 650Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 499.9 493.6 -6.3 503.5 210Path Forward: Declined
Lowest Performing---- 9--
High Needs---- 8--
English Learners and Former English Learners-------
Low Income---- 5--
Students with Disabilities---- 6--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 2--
Multi-Race, Not Hispanic or Latino-------
Native Hawaiian or Other Pacific Islander-------
White---- 18--

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 47.1 552Typical Growth - Low
Lowest Performing- 19--
High Needs 43.2 212Typical Growth - Low
English Learners and Former English Learners- 1--
Low Income- 15--
Students with Disabilities- 12--
American Indian or Alaska Native----
Asian----
Black or African American- 2--
Hispanic or Latino- 3--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 47.7 492Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 37.3 551Low Growth
Lowest Performing- 19--
High Needs 27.1 210Very Low Growth
English Learners and Former English Learners- 1--
Low Income- 15--
Students with Disabilities- 12--
American Indian or Alaska Native----
Asian----
Black or African American- 2--
Hispanic or Latino- 3--
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 34.6 491Low Growth

Progress toward attaining English language proficiency - Non-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 - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 13.8 15.4 1.6 12.3 1300Declined
Lowest Performing---- 19--
High Needs 16.7 17.0 0.3 14.3 531No Change
English Learners and Former English Learners---- 1--
Low Income 19.6 17.1 -2.5 16.4 352Improved Below Target
Students with Disabilities---- 30--
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 4--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 11.2 14.2 3.0 9.4 1130Declined

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 83 8096Yes 1 83 8096Yes 1 26 2492No 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 35 33 35 33 11 10 81 7694No1
English Learners and Former English Learners 1 1 1 1 0 0 2----
Low Income 25 24 25 24 7 7 57 5596Yes1
Students with Disabilities 21 20 21 20 8 7 50 4795Yes2
American Indian or Alaska Native-----------
Asian 1 1 1 1 0 0 2----
Black or African American 2 2 2 2 1 1 5----
Hispanic or Latino 8 7 8 7 3 3 19----
Multi-Race, Not Hispanic or Latino 1 1 1 1 0 0 2----
Native Hawaiian or Other Pacific Islander-----------
White 71 69 71 69 22 20 164 15896Yes1


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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