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Ashburnham, Massachusetts - 5 schools
An equity score of 21/100 ranks Ashburnham-Westminster #327 of 362 districts in Massachusetts (state average 38). Derived live from how evenly resources are distributed across the district's schools.
At $15,602 per pupil, Ashburnham-Westminster ranks #391 of 396 Massachusetts districts by per-pupil spending (Massachusetts districts). NCES F-33 finance data.
2,325
Total Enrollment
5
Schools
$15,602
Per-Pupil Spending
Combined, High
School Types
District-Level NCES Analysis
Ashburnham-Westminster operates 5 public schools serving 2,325 students, placing it among the smallest districts in Massachusetts. The school portfolio breaks down into 2 combined, 1 high, 1 middle, 1 elementary schools, a small enough portfolio that most families will interact with nearly every campus in the district at some point. These enrollment and school figures come from the NCES Common Core of Data (CCD) 2024-25 release, and the district is based in Worcester County.
Per-pupil expenditure runs $15,602 according to the NCES F-33 School District Finance Survey, among the bottom 40 of 396 Massachusetts districts by per-pupil spending. See how Massachusetts compares in our national per-pupil spending analysis. The funding mix is 49.8% local, 42.7% state, and 7.5% federal, a balanced mix across local, state, and federal sources, spreading budget risk across funding cycles rather than concentrating it in one. The district's equity score is 21/100, ranked #327 of 362 in Massachusetts against a state average of 38, notably less even than the typical district in the state for how evenly funding reaches its schools.
Academic infrastructure includes 1 of 5 schools offering Advanced Placement (11 AP courses district-wide), a 324.1:1 student-counselor ratio, somewhat above the 250:1 ASCA recommendation, and 14.3% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 86.9% White, 6.3% Hispanic or Latino, 2.9% African American across the district's schools. Its most demographically mixed campus is Meetinghouse School, with a diversity index of 26.7/100.
Its largest campus is Oakmont Regional High School, enrolling 633 students (28% of the district's total enrollment). Its smallest is Meetinghouse School, at 210 students, a 3x enrollment spread across the district's campuses.
Oakmont Regional High School accounts for 27.2% of all Ashburnham-Westminster student enrollment
That dominant concentration means Ashburnham-Westminster-wide averages can mask substantial variation outside the dominant entity. Grade band: high. A single dominant campus often anchors a district's program offerings and staffing patterns; the share helps explain why district-wide averages may not reflect the typical neighbourhood-school experience. When one entity dominates a region's footprint, its programmatic and budget decisions effectively set policy for a majority of the affected population.
Ashburnham-Westminster school enrollment varies 3.0× across entities
Ashburnham-Westminster school enrollment ranges from 210 students (lowest) to 633 students (highest), a spread of 423 students. That relatively narrow ratio reflects an unusually homogeneous campus portfolio, most districts have a wider mix of school sizes. Per-school staffing ratios, programme availability, and capital-renovation cycles often diverge inside the same district based on enrollment shape.
Ashburnham-Westminster student-counselor ratio is 324:1 — near the typical range (US average ~408) — within the typical range for U.S. public districts
student-counselor ratio is the simplest comparative metric but it does not capture the full picture: the ratio counts FTE counselors against total enrollment, districts that contract intervention or social-emotional staff outside the counselor classification may be under-counted Variation between sub-units within Ashburnham-Westminster is typically wider than the Ashburnham-Westminster-aggregate figure suggests.
Ashburnham-Westminster chronic absenteeism rate is 14.3% — low (typically associated with lower-than-average attendance disruption; districts in this range often have attendance interventions, robust transportation, or smaller catchments that reduce barriers)
chronic absenteeism rate is the simplest comparative metric but it does not capture the full picture: a student is chronically absent if they miss ≥10% of enrolled days for any reason, illness, family obligations, or disengagement Lower values often correlate with smaller scale and population characteristics rather than higher resource budgets per se.