Massachusetts School and District Profiles

Ingalls

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Ingalls

Organization Information

DISTRICT NAME
Lynn (01630000)

TITLE I STATUS
Title I School

SCHOOL
Ingalls (01630060)

GRADES SERVED
K,01,02,03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Progress toward improvement targets	Accountability percentile
54% - Substantial progress toward targets	4

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	53%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	54%
	Substantial progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	3	4	-
	Mathematics achievement	1	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	60.0	7	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		3.1	9.6	-	6.0	7.6	-
Percentage of possible points		32%		-	79%		-
2026 Annual criterion-referenced target percentage		56%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	60.0	8	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	20.0	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	0	4	10.0
Weighted total		1.9	9.6	-	6.5	7.6	-
Percentage of possible points		20%		-	86%		-
2025 Annual criterion-referenced target percentage		53%

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

	2025	2026
Annual criterion-referenced target percentage	19%	32%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	27%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	1	4	-
	Science achievement	0	4	-
	Achievement total	3	12	67.5
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	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		3.3	10.3	-
Percentage of possible points		32%		-
2026 Annual criterion-referenced target percentage		32%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	1	12	67.5
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	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		2.0	10.3	-
Percentage of possible points		19%		-
2025 Annual criterion-referenced target percentage		19%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	475.0	475.1	0.1	478.2	292	2	Recovery Path: Improved Below Target
Lowest Performing	455.5	460.5	5.0	460.6	43	3	Path Forward: Met Target
High Needs	474.6	474.7	0.1	477.3	285	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	473.0	473.2	0.2	476.4	237	2	Recovery Path: Improved Below Target
Low Income	474.2	474.8	0.6	476.7	254	2	Recovery Path: Improved Below Target
Students with Disabilities	468.2	465.6	-2.6	472.0	67	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	473.3	474.6	1.3	476.8	242	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	13	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	474.9	474.4	-0.5	478.5	292	1	Recovery Path: No Change
Lowest Performing	453.5	459.2	5.7	458.6	43	4	Recovery Path: Exceeded Target
High Needs	474.2	473.9	-0.3	477.5	285	1	Recovery Path: No Change
English Learners and Former English Learners	473.6	472.5	-1.1	476.8	237	0	Recovery Path: Declined
Low Income	473.6	473.7	0.1	476.5	254	2	Recovery Path: Improved Below Target
Students with Disabilities	463.4	463.0	-0.4	468.8	67	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	473.1	473.4	0.3	476.2	242	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	13	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	475.9	470.9	-5.0	479.0	107	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	18	-	-
High Needs	474.5	470.3	-4.2	476.9	104	0	Recovery Path: Declined
English Learners and Former English Learners	472.5	467.5	-5.0	475.4	84	0	Recovery Path: Declined
Low Income	473.4	469.8	-3.6	475.9	93	0	Recovery Path: Declined
Students with Disabilities	464.5	464.7	0.2	468.5	30	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	473.4	467.4	-6.0	475.9	85	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	7	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.6	190	2	Typical Growth - Low
Lowest Performing	42.0	42	2	Typical Growth - Low
High Needs	46.3	184	2	Typical Growth - Low
English Learners and Former English Learners	47.8	149	2	Typical Growth - Low
Low Income	46.4	162	2	Typical Growth - Low
Students with Disabilities	43.5	52	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	10	-	-
Black or African American	-	12	-	-
Hispanic or Latino	47.0	157	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	9	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.5	192	2	Typical Growth - Low
Lowest Performing	44.5	42	2	Typical Growth - Low
High Needs	42.4	186	2	Typical Growth - Low
English Learners and Former English Learners	41.6	151	2	Typical Growth - Low
Low Income	41.9	164	2	Typical Growth - Low
Students with Disabilities	43.8	53	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	10	-	-
Black or African American	-	12	-	-
Hispanic or Latino	43.1	159	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	9	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	47.2	46.6	-0.6	52.6	328	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	47.2	46.6	-0.6	52.6	328	1	No Change
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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	22.2	17.8	-4.4	20.0	538	4	Exceeded Target
Lowest Performing	32.6	16.3	-16.3	27.7	43	4	Exceeded Target
High Needs	22.3	17.9	-4.4	19.8	524	4	Exceeded Target
English Learners and Former English Learners	17.9	14.3	-3.6	14.6	441	3	Met Target
Low Income	23.4	18.8	-4.6	20.7	467	4	Exceeded Target
Students with Disabilities	27.2	20.8	-6.4	22.9	106	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	23	-	-
Black or African American	-	-	-	-	41	-	-
Hispanic or Latino	21.5	17.3	-4.2	17.7	445	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	20	-	-

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	312	311	100	Yes	1	314	314	100	Yes	1	112	112	100	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	305	304	307	307	109	109	721	720	100	Yes	1
English Learners and Former English Learners	253	252	255	255	87	87	595	594	100	Yes	1
Low Income	273	272	275	275	98	98	646	645	100	Yes	1
Students with Disabilities	70	69	71	71	31	31	172	171	99	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	16	16	16	16	7	7	39	-	-	-	-
Black or African American	22	22	22	22	11	11	55	55	100	Yes	1
Hispanic or Latino	255	254	257	257	87	87	599	598	100	Yes	1
Multi-Race, Not Hispanic or Latino	5	5	5	5	0	0	10	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	13	13	13	13	7	7	33	-	-	-	-

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