Massachusetts School and District Profiles

Capt William G Shoemaker

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Capt William G Shoemaker

Organization Information

DISTRICT NAME
Lynn (01630000)

TITLE I STATUS
Title I School

SCHOOL
Capt William G Shoemaker (01630090)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Limited or no progress toward targets

Progress toward improvement targets	Accountability percentile
21% - Limited or no progress toward targets	40

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	20%	22%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	21%
	Limited or no 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	0	4	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	2	4	-	-	-	-
	Achievement total	2	12	60.0	-	-	-
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	4	8	20.0	-	-	-
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	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-
Weighted total		2.1	9.6	-	-	-	-
Percentage of possible points		22%		-	-		-
2026 Annual criterion-referenced target percentage		22%

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	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	60.0	-	-	-
Growth	English language arts growth	3	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	5	8	20.0	-	-	-
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	0	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	-	-	-
Weighted total		1.9	9.6	-	-	-	-
Percentage of possible points		20%		-	-		-
2025 Annual criterion-referenced target percentage		20%

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%	7%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	15%
	Limited or no 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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
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	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		0.7	10.3	-
Percentage of possible points		7%		-
2026 Annual criterion-referenced target percentage		7%

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	2	4	-
	Achievement total	2	12	67.5
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	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.9	10.3	-
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 - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	494.8	491.1	-3.7	497.3	155	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	16	-	-
High Needs	491.0	486.7	-4.3	494.0	120	0	Recovery Path: Declined
English Learners and Former English Learners	490.4	484.1	-6.3	492.8	68	0	Path Forward: Declined
Low Income	494.4	487.9	-6.5	497.1	78	0	Recovery Path: Declined
Students with Disabilities	489.7	485.0	-4.7	492.0	86	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	490.4	485.6	-4.8	493.9	77	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.7	500.8	0.1	503.2	47	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	495.2	494.1	-1.1	499.5	154	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	16	-	-
High Needs	490.3	489.4	-0.9	493.7	119	0	Recovery Path: Declined
English Learners and Former English Learners	490.7	487.4	-3.3	494.3	68	0	Path Forward: Declined
Low Income	492.7	489.6	-3.1	495.6	77	0	Recovery Path: Declined
Students with Disabilities	489.0	487.5	-1.5	491.7	86	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	489.8	485.8	-4.0	493.7	77	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.0	505.5	4.5	506.0	46	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	498.7	499.0	0.3	500.7	51	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	4	-	-
High Needs	496.2	495.2	-1.0	499.6	40	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	26	-	-
Low Income	494.8	498.0	3.2	498.2	27	3	Path Forward: Met Target
Students with Disabilities	495.4	495.2	-0.2	497.8	32	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	27	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	12	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.5	73	2	Typical Growth - Low
Lowest Performing	-	16	-	-
High Needs	37.5	48	1	Low Growth
English Learners and Former English Learners	38.6	29	1	Low Growth
Low Income	36.6	29	1	Low Growth
Students with Disabilities	30.4	27	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	-	2	-	-
Hispanic or Latino	41.8	34	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.0	26	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.1	72	2	Typical Growth - Low
Lowest Performing	-	16	-	-
High Needs	41.7	47	2	Typical Growth - Low
English Learners and Former English Learners	42.4	29	2	Typical Growth - Low
Low Income	44.9	28	2	Typical Growth - Low
Students with Disabilities	36.2	27	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	6	-	-
Black or African American	-	2	-	-
Hispanic or Latino	39.3	34	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	45.2	25	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	54.8	52.8	-2.0	60.2	89	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	54.8	52.8	-2.0	60.2	89	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	24.6	27.9	3.3	23.3	315	0	Declined
Lowest Performing	-	-	-	-	16	-	-
High Needs	28.9	31.3	2.4	26.3	249	0	Declined
English Learners and Former English Learners	31.5	30.5	-1.0	28.5	141	2	Improved Below Target
Low Income	31.0	35.3	4.3	27.3	173	0	Declined
Students with Disabilities	34.0	34.1	0.1	30.7	182	1	No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	24	-	-
Black or African American	-	-	-	-	23	-	-
Hispanic or Latino	33.6	35.5	1.9	29.9	155	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	15.5	21.4	5.9	14.1	98	0	Declined

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	162	157	97	Yes	1	163	157	96	Yes	1	52	52	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	126	122	126	121	41	41	293	284	97	Yes	1
English Learners and Former English Learners	72	69	72	69	27	27	171	165	96	Yes	1
Low Income	81	80	81	79	28	28	190	187	98	Yes	1
Students with Disabilities	92	88	92	88	33	33	217	209	96	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	12	12	13	13	5	5	30	-	-	-	-
Black or African American	11	11	11	11	4	4	26	-	-	-	-
Hispanic or Latino	81	78	81	78	28	28	190	184	97	Yes	1
Multi-Race, Not Hispanic or Latino	8	8	8	8	3	3	19	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	50	48	50	47	12	12	112	107	96	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