Massachusetts School and District Profiles

Frederick Douglass Collegiate Academy

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Fredrick Douglass Collegiate Academy

Organization Information

DISTRICT NAME
Lynn (01630000)

TITLE I STATUS
Title I School

SCHOOL
Fredrick Douglass Collegiate Academy (01630575)

GRADES SERVED
06,07,08,09,10,11,12

REGION
Coastal

FEDERAL DESIGNATION
-

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
60% - Substantial progress toward targets	54

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	35%	77%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	60%
	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	0	4	-	-	-	-
	Mathematics achievement	4	4	-	-	-	-
	Science achievement	4	4	-	-	-	-
	Achievement total	8	12	40.0	-	-	-
Growth	English language arts growth	4	4	-	-	-	-
	Mathematics growth	3	4	-	-	-	-
	Growth total	7	8	20.0	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	4	4	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	-	-	-
	Advanced coursework completion	4	4	-	-	-	-
	Additional indicators total	8	8	10.0	-	-	-
Weighted total		6.5	8.4	-	-	-	-
Percentage of possible points		77%		-	-		-
2026 Annual criterion-referenced target percentage		77%

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	2	4	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	40.0	-	-	-
Growth	English language arts growth	4	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	6	8	20.0	-	-	-
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	3	4	-	-	-	-
	High school completion total	3	4	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	-	-	-
Weighted total		2.8	8.0	-	-	-	-
Percentage of possible points		35%		-	-		-
2025 Annual criterion-referenced target percentage		35%

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	28%	82%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	61%
	Substantial 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	2	4	-
	Mathematics achievement	4	4	-
	Science achievement	4	4	-
	Achievement total	10	12	47.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	4	-
	Growth total	7	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	3	4	-
	High school completion total	3	4	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		7.5	9.1	-
Percentage of possible points		82%		-
2026 Annual criterion-referenced target percentage		82%

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	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	47.5
Growth	English language arts growth	4	4	-
	Mathematics growth	2	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	4	4	-
	High school completion total	4	4	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		2.4	8.7	-
Percentage of possible points		28%		-
2025 Annual criterion-referenced target percentage		28%

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	499.8	499.0	-0.8	501.9	73	0	Path Forward: Declined
Lowest Performing	-	-	-	-	16	-	-
High Needs	495.7	496.7	1.0	499.0	47	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	496.6	496.8	0.2	499.4	44	2	Path Forward: Improved Below Target
Students with Disabilities	-	-	-	-	9	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	497.9	497.1	-0.8	499.9	53	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	8	-	-

Mathematics achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	483.5	489.7	6.2	486.3	70	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	16	-	-
High Needs	479.9	488.3	8.4	484.0	44	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	17	-	-
Low Income	479.7	488.9	9.2	483.7	41	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	6	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	480.9	487.1	6.2	486.0	51	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	7	-	-

Science achievement - MCAS average composite scaled score - High school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	484.7	489.2	4.5	486.7	61	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	16	-	-
High Needs	482.1	487.1	5.0	484.9	37	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	482.8	487.0	4.2	485.6	34	4	Path Forward: Exceeded Target
Students with Disabilities	-	-	-	-	4	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	483.6	486.5	2.9	486.3	43	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	6	-	-

English language arts growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	65.5	69	4	Exceeded Typical Growth
Lowest Performing	-	16	-	-
High Needs	65.5	44	4	Exceeded Typical Growth
English Learners and Former English Learners	-	15	-	-
Low Income	65.3	41	4	Exceeded Typical Growth
Students with Disabilities	-	9	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	6	-	-
Black or African American	-	4	-	-
Hispanic or Latino	67.6	51	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	6	-	-

Mathematics growth - High school
Group	2026 Mean SGP	N	Points	Reason
All Students	57.1	67	3	Typical Growth - High
Lowest Performing	-	16	-	-
High Needs	58.9	42	3	Typical Growth - High
English Learners and Former English Learners	-	17	-	-
Low Income	59.0	39	3	Typical Growth - High
Students with Disabilities	-	5	-	-
American Indian or Alaska Native	-	1	-	-
Asian	-	6	-	-
Black or African American	-	4	-	-
Hispanic or Latino	58.3	50	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	5	-	-

Four-year cohort graduation rate - 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	-	-	-	-	-	-	-

Extended engagement rate - High school
Group	2023 Rate (%)	2024 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	-	-	-	-	-	-	-

Annual dropout rate - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	0.6	0.4	-0.2	1.0	235	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	0.0	0.6	0.6	1.0	162	3	Met Target
English Learners and Former English Learners	-	-	-	-	33	-	-
Low Income	0.0	0.6	0.6	1.0	154	3	Met Target
Students with Disabilities	-	-	-	-	32	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	0.8	0.6	-0.2	1.0	180	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	15	-	-

Progress toward attaining English language proficiency - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	24.2	25.0	0.8	29.7	28	3	Met Target
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	19.3	14.9	-4.4	17.0	322	4	Exceeded Target
Lowest Performing	-	-	-	-	16	-	-
High Needs	19.2	17.6	-1.6	15.4	238	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	71	-	-
Low Income	18.8	17.7	-1.1	13.7	220	2	Improved Below Target
Students with Disabilities	-	-	-	-	56	-	-
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	18	-	-
Black or African American	-	-	-	-	28	-	-
Hispanic or Latino	21.3	14.5	-6.8	17.3	235	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	29	-	-

Advanced coursework completion - High school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	100.0	97.5	-2.5	95.0	158	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	100.0	96.6	-3.4	95.0	117	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	29	-	-
Low Income	100.0	97.3	-2.7	95.0	110	4	Exceeded Target
Students with Disabilities	-	-	-	-	27	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	15	-	-
Hispanic or Latino	100.0	97.5	-2.5	95.0	120	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	10	-	-

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	88	86	98	Yes	1	87	81	96	Yes	2	80	75	97	Yes	2

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	62	60	61	55	54	49	177	164	96	Yes	2
English Learners and Former English Learners	20	19	20	19	18	18	58	56	97	Yes	1
Low Income	58	56	57	51	51	46	166	153	96	Yes	2
Students with Disabilities	23	21	22	16	16	12	61	49	86	No	2
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	6	6	6	6	6	6	18	-	-	-	-
Black or African American	4	4	4	4	4	4	12	-	-	-	-
Hispanic or Latino	60	59	60	56	55	52	175	167	95	Yes	1
Multi-Race, Not Hispanic or Latino	4	4	3	3	2	2	9	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	13	12	13	11	12	10	38	-	-	-	-

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