Massachusetts School and District Profiles

Lincoln-Sudbury

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Lincoln-Sudbury

Organization Information

DISTRICT NAME
Lincoln-Sudbury (06950000)

TITLE I STATUS
Title I District

REGION
Coastal

GRADES SERVED
09,10,11,12

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
65% - Substantial progress toward targets	-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR
SCHOOLS IN THIS DISTRICT

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	54%	72%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	65%
	Substantial 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	3	4	-	0	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	4	4	-	3	4	-
	Achievement total	11	12	47.5	6	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	4	4	-	4	4	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	8	8	10.0	4	4	10.0
Weighted total		9.6	10.7	-	5.6	10.3	-
Percentage of possible points		90%		-	54%		-
2026 Annual criterion-referenced target percentage		72%

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	3	4	-	0	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	3	4	-	0	4	-
	Achievement total	10	12	47.5	3	12	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	4	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	8	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	6	8	10.0	4	4	10.0
Weighted total		7.9	10.7	-	3.6	10.3	-
Percentage of possible points		74%		-	35%		-
2025 Annual criterion-referenced target percentage		54%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	38%	53%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	47%
	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	3	4	-
	Science achievement	3	4	-
	Achievement total	6	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	0	4	-
	Annual dropout rate	4	4	-
	High school completion total	8	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	4	4	-
	Additional indicators total	6	8	10.0
Weighted total		5.7	10.7	-
Percentage of possible points		53%		-
2026 Annual criterion-referenced target percentage		53%

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	0	4	-
	Mathematics achievement	3	4	-
	Science achievement	0	4	-
	Achievement total	3	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	0	4	-
	Extended engagement rate	4	4	-
	Annual dropout rate	4	4	-
	High school completion total	8	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	2	8	10.0
Weighted total		4.1	10.7	-
Percentage of possible points		38%		-
2025 Annual criterion-referenced target percentage		38%

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	513.7	511.2	-2.5	515.8	328	3	Recovery Path: Met Target
Lowest Performing	492.3	491.2	-1.1	495.9	76	0	Path Forward: Declined
High Needs	496.0	494.0	-2.0	497.4	95	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	498.3	492.4	-5.9	500.5	27	0	Recovery Path: Declined
Students with Disabilities	492.8	492.0	-0.8	494.7	80	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	521.4	513.3	-8.1	524.8	27	3	Path Forward: Met Target
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	501.9	498.7	-3.2	504.6	23	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	520.1	516.9	-3.2	521.1	27	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	513.8	512.8	-1.0	515.1	237	3	Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	516.7	518.4	1.7	517.8	326	4	Path Forward: Exceeded Target
Lowest Performing	495.2	496.1	0.9	498.5	76	3	Path Forward: Met Target
High Needs	499.4	498.9	-0.5	502.1	93	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	499.7	498.7	-1.0	504.2	26	3	Path Forward: Met Target
Students with Disabilities	497.0	496.2	-0.8	499.5	79	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	528.9	529.3	0.4	532.3	27	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	500.5	504.5	4.0	504.7	23	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	520.5	521.5	1.0	521.6	27	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	517.0	519.7	2.7	518.1	235	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	510.7	514.0	3.3	513.4	317	4	Recovery Path: Exceeded Target
Lowest Performing	487.2	490.0	2.8	489.8	76	3	Path Forward: Met Target
High Needs	493.6	495.4	1.8	495.9	89	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	492.8	498.1	5.3	496.3	23	4	Recovery Path: Exceeded Target
Students with Disabilities	490.4	492.2	1.8	492.9	76	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	522.9	521.3	-1.6	525.0	26	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	495.8	504.4	8.6	499.0	20	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	516.5	520.0	3.5	517.5	25	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.3	514.8	4.5	512.3	233	4	Recovery Path: Exceeded Target

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	40.5	306	2	Typical Growth - Low
Lowest Performing	46.3	76	2	Typical Growth - Low
High Needs	38.8	90	1	Low Growth
English Learners and Former English Learners	-	4	-	-
Low Income	33.1	24	1	Low Growth
Students with Disabilities	39.8	78	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	37.0	24	1	Low Growth
Black or African American	-	13	-	-
Hispanic or Latino	-	19	-	-
Multi-Race, Not Hispanic or Latino	36.6	26	1	Low Growth
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	42.3	224	2	Typical Growth - Low

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.5	305	3	Typical Growth - High
Lowest Performing	56.1	76	3	Typical Growth - High
High Needs	48.3	89	2	Typical Growth - Low
English Learners and Former English Learners	-	4	-	-
Low Income	48.5	24	2	Typical Growth - Low
Students with Disabilities	47.5	77	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	61.2	24	4	Exceeded Typical Growth
Black or African American	-	14	-	-
Hispanic or Latino	-	19	-	-
Multi-Race, Not Hispanic or Latino	42.2	25	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.7	223	3	Typical Growth - High

Four-year cohort graduation rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	92.5	98.0	5.5	93.6	393	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	78.8	94.7	15.9	81.9	132	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	84.6	94.0	9.4	88.7	50	4	Exceeded Target
Students with Disabilities	72.2	94.1	21.9	76.2	102	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	35	-	-
Black or African American	-	-	-	-	23	-	-
Hispanic or Latino	-	-	-	-	29	-	-
Multi-Race, Not Hispanic or Latino	97.3	96.8	-0.5	95.0	31	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	91.8	98.5	6.7	92.9	274	4	Exceeded Target

Extended engagement rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	99.2	97.6	-1.6	95.0	371	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	97.5	93.2	-4.3	95.0	132	0	Declined
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	96.5	95.4	-1.1	95.0	65	3	Met Target
Students with Disabilities	96.4	91.8	-4.6	95.0	97	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	19	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	100.0	100.0	0.0	95.0	37	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	99.3	97.1	-2.2	95.0	279	4	Exceeded Target

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.3	0.1	-0.2	1.0	1,441	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.8	0.5	-0.3	1.0	402	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	0.0	0.8	0.8	1.0	127	3	Met Target
Students with Disabilities	1.0	0.3	-0.7	1.0	318	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	0.0	0.0	0.0	1.0	144	4	Exceeded Target
Black or African American	-	-	-	-	72	-	-
Hispanic or Latino	1.0	0.0	-1.0	1.0	107	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	0.0	0.0	0.0	1.0	110	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	0.4	0.2	-0.2	1.0	1,005	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	6.8	6.1	-0.7	5.7	1,387	4	Exceeded Target
Lowest Performing	8.1	2.6	-5.5	4.1	76	4	Exceeded Target
High Needs	15.1	13.6	-1.5	12.0	396	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	28	-	-
Low Income	23.3	20.9	-2.4	19.1	139	2	Improved Below Target
Students with Disabilities	14.8	12.9	-1.9	10.9	317	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	4.8	2.8	-2.0	2.9	143	4	Exceeded Target
Black or African American	-	-	-	-	70	-	-
Hispanic or Latino	18.9	24.5	5.6	14.9	106	0	Declined
Multi-Race, Not Hispanic or Latino	2.7	2.7	0.0	1.6	110	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	3	-	-
White	5.2	4.5	-0.7	3.8	954	4	Exceeded Target

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	82.0	87.5	5.5	84.1	696	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	51.9	63.0	11.1	57.9	181	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	51.9	65.7	13.8	57.7	67	4	Exceeded Target
Students with Disabilities	46.9	56.9	10.0	54.6	137	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	93.4	96.2	2.8	95.0	79	4	Exceeded Target
Black or African American	-	-	-	-	35	-	-
Hispanic or Latino	58.6	63.8	5.2	65.0	58	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	78.0	92.7	14.7	80.1	55	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	2	-	-
White	86.9	90.4	3.5	89.4	467	3	Met Target

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	333	328	98	Yes	1	333	326	98	Yes	1	334	329	99	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	100	95	99	93	100	95	299	283	95	Yes	1
English Learners and Former English Learners	5	5	5	5	5	5	15	-	-	-	-
Low Income	28	27	27	26	28	27	83	80	96	Yes	1
Students with Disabilities	85	80	85	79	86	81	256	240	94	No	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	28	27	28	27	28	27	84	81	96	Yes	1
Black or African American	14	14	14	14	15	15	43	-	-	-	-
Hispanic or Latino	23	23	23	23	23	23	69	69	100	Yes	1
Multi-Race, Not Hispanic or Latino	30	27	30	27	30	27	90	81	95	Yes	2
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	238	237	238	235	238	237	714	709	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