Massachusetts School and District Profiles

Cobbet Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Cobbet Elementary

Organization Information

DISTRICT NAME
Lynn (01630000)

TITLE I STATUS
Title I School

SCHOOL
Cobbet Elementary (01630035)

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

REGION
Coastal

FEDERAL DESIGNATION
Targeted Support and Improvement (TSI), Additional Targeted Support and Improvement (ATSI)

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Low student group performance: Students with Disabilities

Progress toward improvement targets	Accountability percentile
54% - Substantial progress toward targets	7

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	48%	58%
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	-	1	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	3	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		3.5	9.6	-	6.0	7.6	-
Percentage of possible points		37%		-	79%		-
2026 Annual criterion-referenced target percentage		58%

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	0	4	-	3	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	7	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	2	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	4	4	10.0
Weighted total		1.2	9.6	-	6.3	7.6	-
Percentage of possible points		13%		-	83%		-
2025 Annual criterion-referenced target percentage		48%

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	13%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	26%
	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	3	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		3.6	10.3	-
Percentage of possible points		35%		-
2026 Annual criterion-referenced target percentage		35%

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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		1.3	10.3	-
Percentage of possible points		13%		-
2025 Annual criterion-referenced target percentage		13%

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	472.2	473.7	1.5	475.2	293	2	Recovery Path: Improved Below Target
Lowest Performing	452.7	457.9	5.2	457.8	42	3	Path Forward: Met Target
High Needs	471.8	473.4	1.6	474.8	284	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	471.6	472.4	0.8	474.9	258	2	Recovery Path: Improved Below Target
Low Income	472.0	473.6	1.6	474.9	263	2	Recovery Path: Improved Below Target
Students with Disabilities	460.0	461.5	1.5	462.7	83	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	471.7	473.1	1.4	474.9	255	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	7	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	474.7	474.4	-0.3	477.7	293	1	Recovery Path: No Change
Lowest Performing	451.2	460.7	9.5	455.7	42	4	Recovery Path: Exceeded Target
High Needs	474.5	474.4	-0.1	477.4	284	1	Recovery Path: No Change
English Learners and Former English Learners	474.8	473.7	-1.1	478.0	258	0	Recovery Path: Declined
Low Income	474.9	474.7	-0.2	477.8	263	1	Recovery Path: No Change
Students with Disabilities	460.8	461.6	0.8	464.5	83	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	19	-	-
Hispanic or Latino	474.4	474.5	0.1	477.3	255	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	7	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	471.6	464.8	-6.8	475.9	95	0	Path Forward: Declined
Lowest Performing	-	-	-	-	18	-	-
High Needs	470.8	464.9	-5.9	475.1	91	0	Path Forward: Declined
English Learners and Former English Learners	471.5	464.5	-7.0	473.8	83	0	Recovery Path: Declined
Low Income	471.5	465.2	-6.3	475.6	81	0	Path Forward: Declined
Students with Disabilities	464.7	454.9	-9.8	467.1	24	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	470.0	463.7	-6.3	472.3	83	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	1	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	1	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.2	189	2	Typical Growth - Low
Lowest Performing	39.6	42	1	Low Growth
High Needs	47.6	184	2	Typical Growth - Low
English Learners and Former English Learners	46.6	163	2	Typical Growth - Low
Low Income	47.8	170	2	Typical Growth - Low
Students with Disabilities	42.1	55	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	4	-	-
Black or African American	-	14	-	-
Hispanic or Latino	47.1	164	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	4	-	-

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.4	189	3	Typical Growth - High
Lowest Performing	50.8	42	3	Typical Growth - High
High Needs	50.9	184	3	Typical Growth - High
English Learners and Former English Learners	51.5	163	3	Typical Growth - High
Low Income	51.7	170	3	Typical Growth - High
Students with Disabilities	48.4	55	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	4	-	-
Black or African American	-	14	-	-
Hispanic or Latino	51.8	164	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	4	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	55.1	61.8	6.7	59.1	293	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	55.1	61.8	6.7	59.1	293	3	Met Target
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	26.1	23.1	-3.0	23.9	506	4	Exceeded Target
Lowest Performing	40.0	26.2	-13.8	35.1	42	4	Exceeded Target
High Needs	26.0	22.9	-3.1	23.5	493	4	Exceeded Target
English Learners and Former English Learners	24.5	21.3	-3.2	21.2	427	3	Met Target
Low Income	26.9	23.0	-3.9	24.2	453	4	Exceeded Target
Students with Disabilities	31.7	32.0	0.3	27.4	128	1	No Change
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	47	-	-
Hispanic or Latino	27.1	23.3	-3.8	23.3	425	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	14	-	-

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	330	330	100	Yes	1	331	331	100	Yes	1	110	109	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	321	321	322	322	106	105	749	748	100	Yes	1
English Learners and Former English Learners	286	286	287	287	94	93	667	666	100	Yes	1
Low Income	298	298	299	299	95	94	692	691	100	Yes	1
Students with Disabilities	96	96	96	96	27	27	219	219	100	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	7	7	7	7	2	2	16	-	-	-	-
Black or African American	26	26	26	26	11	11	63	63	100	Yes	1
Hispanic or Latino	279	279	280	280	92	91	651	650	100	Yes	1
Multi-Race, Not Hispanic or Latino	6	6	6	6	1	1	13	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	11	11	11	11	3	3	25	-	-	-	-

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