Massachusetts School and District Profiles

Abraham Lincoln

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Abraham Lincoln

Organization Information

DISTRICT NAME
Revere (02480000)

TITLE I STATUS
Title I School

SCHOOL
Abraham Lincoln (02480025)

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

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
56% - Substantial progress toward targets	18

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	39%	66%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	56%
	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	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	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	4	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		4.0	9.6	-	6.9	7.6	-
Percentage of possible points		42%		-	91%		-
2026 Annual criterion-referenced target percentage		66%

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	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		1.1	9.6	-	5.1	7.6	-
Percentage of possible points		12%		-	67%		-
2025 Annual criterion-referenced target percentage		39%

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	9%	46%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	31%
	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	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	5	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		4.7	10.3	-
Percentage of possible points		46%		-
2026 Annual criterion-referenced target percentage		46%

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	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		0.9	10.3	-
Percentage of possible points		9%		-
2025 Annual criterion-referenced target percentage		9%

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	482.2	483.7	1.5	485.5	275	2	Recovery Path: Improved Below Target
Lowest Performing	457.2	463.6	6.4	462.3	37	4	Path Forward: Exceeded Target
High Needs	479.0	481.5	2.5	481.6	237	3	Recovery Path: Met Target
English Learners and Former English Learners	479.0	479.3	0.3	482.4	159	2	Recovery Path: Improved Below Target
Low Income	479.4	482.0	2.6	482.6	199	2	Recovery Path: Improved Below Target
Students with Disabilities	462.3	468.9	6.6	465.6	62	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	477.9	481.8	3.9	481.5	159	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.5	487.6	-0.9	491.5	85	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	485.1	485.6	0.5	488.2	274	2	Recovery Path: Improved Below Target
Lowest Performing	458.0	466.1	8.1	461.9	37	4	Recovery Path: Exceeded Target
High Needs	482.2	482.7	0.5	485.0	236	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	483.5	482.3	-1.2	486.3	159	0	Recovery Path: Declined
Low Income	482.3	482.6	0.3	484.9	198	2	Recovery Path: Improved Below Target
Students with Disabilities	464.3	467.0	2.7	466.4	61	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	5	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	480.4	482.0	1.6	484.0	158	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.1	490.5	-0.6	493.2	85	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	482.4	480.7	-1.7	485.6	98	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	18	-	-
High Needs	479.1	476.7	-2.4	481.3	82	0	Recovery Path: Declined
English Learners and Former English Learners	480.8	475.6	-5.2	483.0	54	0	Recovery Path: Declined
Low Income	479.2	477.2	-2.0	481.7	68	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	26	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	476.4	476.8	0.4	480.2	59	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.0	488.1	-2.9	494.7	30	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.3	179	2	Typical Growth - Low
Lowest Performing	48.3	37	2	Typical Growth - Low
High Needs	49.2	150	2	Typical Growth - Low
English Learners and Former English Learners	50.5	104	3	Typical Growth - High
Low Income	49.3	124	2	Typical Growth - Low
Students with Disabilities	42.7	40	2	Typical Growth - Low
American Indian or Alaska Native	-	3	-	-
Asian	-	4	-	-
Black or African American	-	5	-	-
Hispanic or Latino	50.0	102	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.8	59	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.7	179	2	Typical Growth - Low
Lowest Performing	53.8	37	3	Typical Growth - High
High Needs	47.9	150	2	Typical Growth - Low
English Learners and Former English Learners	47.6	104	2	Typical Growth - Low
Low Income	49.0	124	2	Typical Growth - Low
Students with Disabilities	44.7	40	2	Typical Growth - Low
American Indian or Alaska Native	-	3	-	-
Asian	-	4	-	-
Black or African American	-	5	-	-
Hispanic or Latino	45.5	102	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.8	59	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	63.8	71.7	7.9	67.8	198	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	63.8	71.7	7.9	67.8	198	4	Exceeded 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	25.2	21.5	-3.7	23.7	493	4	Exceeded Target
Lowest Performing	23.8	16.2	-7.6	19.2	37	4	Exceeded Target
High Needs	26.5	23.1	-3.4	24.1	438	4	Exceeded Target
English Learners and Former English Learners	27.4	23.5	-3.9	23.9	306	3	Met Target
Low Income	28.0	25.8	-2.2	24.8	365	2	Improved Below Target
Students with Disabilities	25.6	24.8	-0.8	22.0	109	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	7	-	-
Asian	-	-	-	-	17	-	-
Black or African American	-	-	-	-	24	-	-
Hispanic or Latino	29.9	27.3	-2.6	25.7	278	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	18.3	14.6	-3.7	16.5	151	4	Exceeded Target

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	296	296	100	Yes	1	296	296	100	Yes	1	103	103	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	257	257	257	257	87	87	601	601	100	Yes	1
English Learners and Former English Learners	175	175	177	177	58	58	410	410	100	Yes	1
Low Income	218	218	218	218	73	73	509	509	100	Yes	1
Students with Disabilities	66	66	65	65	26	26	157	157	100	Yes	1
American Indian or Alaska Native	5	5	5	5	0	0	10	-	-	-	-
Asian	8	8	8	8	3	3	19	-	-	-	-
Black or African American	12	12	12	12	4	4	28	-	-	-	-
Hispanic or Latino	174	174	175	175	63	63	412	412	100	Yes	1
Multi-Race, Not Hispanic or Latino	9	9	9	9	3	3	21	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	88	88	87	87	30	30	205	205	100	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