Massachusetts School and District Profiles

Lincoln-Eliot

Districts
Schools

2025

2025 Official Accountability Report - Lincoln-Eliot

Organization Information

DISTRICT NAME
Newton (02070000)

TITLE I STATUS
Title I School

SCHOOL
Lincoln-Eliot (02070070)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
54% - Substantial progress toward targets	73

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	85%	34%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	54%
	Substantial progress toward targets

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	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	4	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	2	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		1.8	9.6	-	3.8	7.6	-
Percentage of possible points		19%		-	50%		-
2025 Annual criterion-referenced target percentage		34%

2024 Points awarded

2024 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	4	4	-	2	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	7	8	20.0	6	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	4	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		9.4	9.6	-	5.4	7.6	-
Percentage of possible points		98%		-	71%		-
2024 Annual criterion-referenced target percentage		85%

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

	2024	2025
Annual criterion-referenced target percentage	96%	18%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	49%
	Moderate progress toward targets

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	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	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		1.8	10.3	-
Percentage of possible points		18%		-
2025 Annual criterion-referenced target percentage		18%

2024 Points awarded

2024 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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	4	4	-
	Achievement total	12	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		9.9	10.3	-
Percentage of possible points		96%		-
2024 Annual criterion-referenced target percentage		96%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	500.7	497.4	-3.3	503.6	150	0	Recovery Path: Declined
Lowest Performing	468.3	470.5	2.2	473.4	22	2	Path Forward: Improved Below Target
High Needs	493.3	487.8	-5.5	495.8	83	0	Recovery Path: Declined
English Learners and Former English Learners	496.8	488.8	-8.0	500.6	42	0	Recovery Path: Declined
Low Income	490.4	483.9	-6.5	493.5	48	0	Recovery Path: Declined
Students with Disabilities	482.9	473.6	-9.3	485.8	36	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	511.9	508.5	-3.4	514.5	35	3	Path Forward: Met Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	490.5	486.5	-4.0	492.4	30	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	498.7	495.6	-3.1	501.5	62	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	510.9	505.0	-5.9	513.0	150	0	Path Forward: Declined
Lowest Performing	476.6	478.0	1.4	481.8	22	2	Recovery Path: Improved Below Target
High Needs	502.9	494.6	-8.3	505.5	83	0	Path Forward: Declined
English Learners and Former English Learners	508.0	497.8	-10.2	511.6	42	0	Path Forward: Declined
Low Income	494.4	489.3	-5.1	496.5	48	0	Recovery Path: Declined
Students with Disabilities	493.5	480.9	-12.6	496.8	36	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	529.2	521.6	-7.6	532.9	35	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	490.3	491.1	0.8	493.1	30	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	510.1	501.4	-8.7	512.2	62	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	505.0	499.1	-5.9	507.7	44	0	Path Forward: Declined
Lowest Performing	-	-	-	-	10	-	-
High Needs	499.0	495.3	-3.7	502.4	31	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	16	-	-
Low Income	-	-	-	-	18	-	-
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	19	-	-

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	52.1	95	3	Typical Growth - High
Lowest Performing	44.5	22	2	Typical Growth - Low
High Needs	51.9	55	3	Typical Growth - High
English Learners and Former English Learners	51.9	28	3	Typical Growth - High
Low Income	42.0	28	2	Typical Growth - Low
Students with Disabilities	49.0	26	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	64.0	24	4	Exceeded Typical Growth
Black or African American	-	5	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.5	45	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	55.2	97	3	Typical Growth - High
Lowest Performing	52.2	22	3	Typical Growth - High
High Needs	54.2	57	3	Typical Growth - High
English Learners and Former English Learners	57.2	30	3	Typical Growth - High
Low Income	49.4	30	2	Typical Growth - Low
Students with Disabilities	51.7	26	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	63.2	24	4	Exceeded Typical Growth
Black or African American	-	5	-	-
Hispanic or Latino	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.1	47	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	67.4	67.6	0.2	71.4	37	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	67.4	67.6	0.2	71.4	37	2	Improved Below 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	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	12.4	10.1	-2.3	11.1	286	4	Exceeded Target
Lowest Performing	4.3	9.1	4.8	1.0	22	0	Declined
High Needs	15.2	10.2	-5.0	12.6	157	4	Exceeded Target
English Learners and Former English Learners	18.9	11.0	-7.9	15.9	82	4	Exceeded Target
Low Income	20.7	12.8	-7.9	17.0	94	4	Exceeded Target
Students with Disabilities	10.9	10.0	-0.9	7.6	60	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	7.2	5.9	-1.3	4.3	68	3	Met Target
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	25.0	13.8	-11.2	21.3	58	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	31	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	10.7	14.4	3.7	9.3	111	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	161	159	99	Yes	1	161	159	99	Yes	1	49	47	96	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	94	92	94	92	36	34	224	218	97	Yes	1
English Learners and Former English Learners	52	51	52	51	20	19	124	121	98	Yes	1
Low Income	55	54	55	54	22	21	132	129	98	Yes	1
Students with Disabilities	38	36	38	36	17	15	93	87	96	Yes	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	38	38	38	38	14	14	90	90	100	Yes	1
Black or African American	10	10	10	10	4	4	24	-	-	-	-
Hispanic or Latino	31	30	31	30	7	6	69	66	96	Yes	1
Multi-Race, Not Hispanic or Latino	14	14	14	14	2	2	30	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	68	67	68	67	22	21	158	155	98	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