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Lincoln-Sudbury
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2025 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 classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: Students with Disabilities -High Needs
Progress toward improvement targetsAccountability percentile
61% - Substantial progress toward targets-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage71%54%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		61%
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 achievement34-04-
Mathematics achievement44-34-
Science achievement34-04-
Achievement total101247.531267.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-24-
Growth total4822.55822.5
High school completionFour-year cohort graduation rate04----
Extended engagement rate44----
Annual dropout rate44----
High school completion total81220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion24----
Additional indicators total6810.04410.0
Weighted total7.910.7-3.610.3-
Percentage of possible points 74%-35%-
2025 Annual criterion-referenced target percentage54%

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 achievement44-24-
Mathematics achievement44-34-
Science achievement34-24-
Achievement total111247.571267.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5822.55822.5
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 absenteeism44-04-
Advanced coursework completion14----
Additional indicators total5810.00410.0
Weighted total9.110.7-5.910.3-
Percentage of possible points 85%-57%-
2024 Annual criterion-referenced target percentage71%

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage28%38%
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 High Needs Student Group
(High school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement34-
Science achievement04-
Achievement total31247.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate04-
Extended engagement rate44-
Annual dropout rate44-
High school completion total81220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion24-
Additional indicators total2810.0
Weighted total4.110.7-
Percentage of possible points 38%-
2025 Annual criterion-referenced target percentage38%

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 achievement14-
Mathematics achievement04-
Science achievement04-
Achievement total11247.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
High school completionFour-year cohort graduation rate04-
Extended engagement rate44-
Annual dropout rate04-
High school completion total41220.0
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism44-
Advanced coursework completion24-
Additional indicators total6810.0
Weighted total3.010.7-
Percentage of possible points 28%-
2024 Annual criterion-referenced target percentage28%

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 519.8 513.7 -6.1 521.9 3353Recovery Path: Met Target
Lowest Performing 497.4 492.3 -5.1 501.0 740Path Forward: Declined
High Needs 502.0 496.0 -6.0 503.4 930Recovery Path: Declined
English Learners and Former English Learners---- 8--
Low Income 502.6 498.3 -4.3 504.8 330Recovery Path: Declined
Students with Disabilities 498.0 492.8 -5.2 499.9 733Path Forward: Met Target
American Indian or Alaska Native-------
Asian 530.7 521.4 -9.3 534.1 374Path Forward: Exceeded Target
Black or African American---- 11--
Hispanic or Latino 512.8 501.9 -10.9 515.5 270Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 32--
Native Hawaiian or Other Pacific Islander---- 1--
White 521.1 513.8 -7.3 522.4 2273Path Forward: Met Target

Mathematics achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 522.1 516.7 -5.4 523.2 3344Path Forward: Exceeded Target
Lowest Performing 497.3 495.2 -2.1 500.6 743Path Forward: Met Target
High Needs 500.2 499.4 -0.8 502.9 943Path Forward: Met Target
English Learners and Former English Learners---- 8--
Low Income 499.1 499.7 0.6 503.6 332Path Forward: Improved Below Target
Students with Disabilities 496.4 497.0 0.6 498.9 743Path Forward: Met Target
American Indian or Alaska Native-------
Asian 539.2 528.9 -10.3 542.6 354Path Forward: Exceeded Target
Black or African American---- 11--
Hispanic or Latino 510.2 500.5 -9.7 514.4 273Path Forward: Met Target
Multi-Race, Not Hispanic or Latino---- 33--
Native Hawaiian or Other Pacific Islander---- 1--
White 523.3 517.0 -6.3 524.4 2274Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - High school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 515.0 510.7 -4.3 517.7 3253Recovery Path: Met Target
Lowest Performing 492.6 487.2 -5.4 495.2 730Path Forward: Declined
High Needs 496.3 493.6 -2.7 498.6 900Path Forward: Declined
English Learners and Former English Learners---- 8--
Low Income 491.2 492.8 1.6 494.7 322Recovery Path: Improved Below Target
Students with Disabilities 493.6 490.4 -3.2 496.1 710Path Forward: Declined
American Indian or Alaska Native-------
Asian 528.2 522.9 -5.3 530.3 364Path Forward: Exceeded Target
Black or African American---- 9--
Hispanic or Latino 506.5 495.8 -10.7 509.7 260Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 31--
Native Hawaiian or Other Pacific Islander---- 1--
White 516.2 510.3 -5.9 518.2 2223Recovery Path: Met Target

English language arts growth - High school
Group 2025 Mean SGP N Points Reason
All Students 49.7 3082Typical Growth - Low
Lowest Performing 50.6 743Typical Growth - High
High Needs 49.0 802Typical Growth - Low
English Learners and Former English Learners- 8--
Low Income 45.8 272Typical Growth - Low
Students with Disabilities 49.9 632Typical Growth - Low
American Indian or Alaska Native----
Asian 50.9 343Typical Growth - High
Black or African American- 10--
Hispanic or Latino 50.0 243Typical Growth - High
Multi-Race, Not Hispanic or Latino- 29--
Native Hawaiian or Other Pacific Islander- 1--
White 50.0 2103Typical Growth - High

Mathematics growth - High school
Group 2025 Mean SGP N Points Reason
All Students 46.3 3072Typical Growth - Low
Lowest Performing 48.6 742Typical Growth - Low
High Needs 46.7 812Typical Growth - Low
English Learners and Former English Learners- 8--
Low Income 41.2 272Typical Growth - Low
Students with Disabilities 50.4 643Typical Growth - High
American Indian or Alaska Native----
Asian 45.3 322Typical Growth - Low
Black or African American- 10--
Hispanic or Latino 47.8 242Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 30--
Native Hawaiian or Other Pacific Islander- 1--
White 46.5 2102Typical Growth - Low

Four-year cohort graduation rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 95.9 92.5 -3.4 95.0 3710Declined
Lowest Performing-------
High Needs 88.1 78.8 -9.3 91.2 1320Declined
English Learners and Former English Learners---- 1--
Low Income 87.7 84.6 -3.1 91.8 650Declined
Students with Disabilities 83.1 72.2 -10.9 87.1 970Declined
American Indian or Alaska Native---- 1--
Asian---- 19--
Black or African American---- 19--
Hispanic or Latino---- 16--
Multi-Race, Not Hispanic or Latino---- 37--
Native Hawaiian or Other Pacific Islander-------
White 96.0 91.8 -4.2 95.0 2790Declined

Extended engagement rate - High school
Group 2022 Rate (%) 2023 Rate (%) Change Target (%) N Points Reason
All Students 98.8 99.2 0.4 95.0 3654Exceeded Target
Lowest Performing-------
High Needs 96.4 97.5 1.1 95.0 1184Exceeded Target
English Learners and Former English Learners---- 2--
Low Income 94.1 96.5 2.4 95.0 574Exceeded Target
Students with Disabilities 95.0 96.4 1.4 95.0 834Exceeded Target
American Indian or Alaska Native---- 1--
Asian---- 6--
Black or African American---- 18--
Hispanic or Latino---- 18--
Multi-Race, Not Hispanic or Latino---- 48--
Native Hawaiian or Other Pacific Islander---- 1--
White 98.7 99.3 0.6 95.0 2734Exceeded Target

Annual dropout rate - High school
Group 2023 Rate (%) 2024 Rate (%) Change Target (%) N Points Reason
All Students 0.7 0.3 -0.4 1.0 1,4594Exceeded Target
Lowest Performing-------
High Needs 1.6 0.8 -0.8 1.4 3974Exceeded Target
English Learners and Former English Learners---- 5--
Low Income 1.7 0.0 -1.7 1.5 1324Exceeded Target
Students with Disabilities 2.0 1.0 -1.0 1.8 3024Exceeded Target
American Indian or Alaska Native---- 1--
Asian 1.1 0.0 -1.1 1.0 1314Exceeded Target
Black or African American---- 77--
Hispanic or Latino 1.1 1.0 -0.1 1.0 1003Met Target
Multi-Race, Not Hispanic or Latino---- 118--
Native Hawaiian or Other Pacific Islander---- 3--
White 0.7 0.4 -0.3 1.0 1,0294Exceeded 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 6.4 6.8 0.4 5.3 1,4744Exceeded Target
Lowest Performing 15.3 8.1 -7.2 11.3 744Exceeded Target
High Needs 13.8 15.1 1.3 10.7 4360Declined
English Learners and Former English Learners---- 19--
Low Income 21.4 23.3 1.9 17.2 1500Declined
Students with Disabilities 12.7 14.8 2.1 8.8 3450Declined
American Indian or Alaska Native-------
Asian 2.9 4.8 1.9 1.0 1474Exceeded Target
Black or African American---- 74--
Hispanic or Latino 21.4 18.9 -2.5 17.4 1112Improved Below Target
Multi-Race, Not Hispanic or Latino---- 111--
Native Hawaiian or Other Pacific Islander---- 3--
White 4.3 5.2 0.9 2.9 1,0284Exceeded Target

Advanced coursework completion - High school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 81.8 82.0 0.2 83.9 7602Improved Below Target
Lowest Performing-------
High Needs 50.7 51.9 1.2 56.7 2102Improved Below Target
English Learners and Former English Learners---- 4--
Low Income 52.1 51.9 -0.2 57.9 771No Change
Students with Disabilities 45.8 46.9 1.1 53.5 1622Improved Below Target
American Indian or Alaska Native-------
Asian 96.1 93.4 -2.7 95.0 763Met Target
Black or African American---- 47--
Hispanic or Latino 48.9 58.6 9.7 55.3 584Exceeded Target
Multi-Race, Not Hispanic or Latino---- 50--
Native Hawaiian or Other Pacific Islander---- 2--
White 85.8 86.9 1.1 88.3 5273Met Target

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 345 33597Yes 1 341 33498Yes 1 342 33498Yes 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 102 93 101 94 100 93 303 28094No2
English Learners and Former English Learners 8 8 8 8 8 8 24----
Low Income 34 33 34 33 34 33 102 9997Yes1
Students with Disabilities 82 73 81 74 80 73 243 22093No2
American Indian or Alaska Native-----------
Asian 37 37 35 35 37 37 109 109100Yes1
Black or African American 11 11 11 11 11 11 33----
Hispanic or Latino 27 27 27 27 27 26 81 8099Yes1
Multi-Race, Not Hispanic or Latino 33 32 33 33 33 33 99 9899Yes1
Native Hawaiian or Other Pacific Islander 1 1 1 1 1 1 3----
White 236 227 234 227 233 226 703 68097Yes1

School Accountability Information
School Accountability information School accountability percentile
Lincoln-Sudbury Regional HighRequiring assistance or intervention 84


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.


Resources
Interpretive Materials Interpretive Materials
Accountability Terms Glossary of Accountability Terms

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